According to the Diagnostic and Statistical Manual of Mental Disorders (4th ed., text rev.; DSM-IV-TR; American

Psychiatric Association, 2000), autism is a complex devel-opmental disability identified by restricted behavior pat-terns and qualitative impairments in social interaction and communication. As a spectrum disorder, autism encom-passes a vast range of ability levels (Ozonoff & Rogers, 2003) and a wide variety of strengths and weaknesses (Ghaziuddin & Mountain-Kimchi, 2004; Tsatsanis, 2005). Based on mixed performance across intelligence subtests (Happé & Frith, 1996), overall intelligence measures of chil-dren with autism relate closely to academic achievement (Ozonoff, 1997). Researchers examining executive func-tioning concentrate on individuals with high-functioning autism (HFA), which they typically define as having per-formance IQ scores of 80 or higher (Hill & Kodituwakku, 2002). Such researchers conclude that children with HF