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Background and aim: The present study evaluates spatial working memory and strategy use, that are from the most important executive functions in performing the learning tasks and intellectual actions in children with cerebral palsy ( spastic diplegia ).

Materials and methods: For this cross sectional/analytical study, 40 children between 7 and 12 were recruited by random sampling into 2 groups: twenty children with cerebral palsy ( spastic diplegia ), with mean age of 8.94 years and 20 normal children with mean age of 8.86 years. Data were collected using Strengths and Difficulties Questionnaire ( SDQ ), CANTAB and Raven test of intelligence. Data were analyzed using t-test.

Results: Children with cerebral palsy differ from the normal children in spatial working memory. Comparing of the means of errors, were illustrated in 3 distinct features, demonstrated meaninngful difference between 2 groups ( p<0.05 ),except in double error ( p>0.05 ) however there was no significant difference in function of strategy use between 2 groups ( p>0.05 ).

Conclusion: In regard with these findings, cognitive rehabilitation with focus on executive skills can be useful in clinical treatment, parallel to the traditional methods, for spatial working memory in children with cerebral palsy.

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Back ground and aim: The present study evaluates attentional set shifting, that is from the most important executive functions in performing the learning tasks and intellectual actions in children with cerebral palsy (spastic diplegia).
Materials and Methods: For this cross sectional/analytical study, 40 children between 7 and 12 were recruited by random sampling into 2 groups: 20 children with cerebral palsy (spastic diplegia), with mean age of 8.94 years old and 20 normal children with mean age of 8.86 years old. Data were collected using Strengths and Difficulties Questionnaire (SDQ), CANTAB and Raven test of intelligence. Data were analyzed using independent t-test.
Results: Children with cerebral palsy did not differ from the normal children in attentional set shifting. Comparing of the means of errors, trials and complete stages, with 18 outputs over all, demonstrated no significant difference between 2 groups (p>0.05).
Conclusion: In regard with these findings, it seems that children with cerebral palsy are not weak in attentional set shifting in comparing with peers, while in some other metacognitive functions such as spatial planning, working memory capacity and spatial working memory, these children are more retarded than normal children.

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Background and Aim:Set-shifting that is one of the most important executive functions in learning tasks and intelligence Quality (IQ) reactions was studied in high functioning children with autism. Mental ability can play an important role in learning tasks and activities of daily living. Assessment of this component is important in rehabilitation programs. The aim of this study is to compare set-shifting in high functoning children with autism and normal subjects between 6 to 12 years old. 

Materials and Methods: In this cross-sectional study, 30 children between 6 to 12 years old were participated and divided in two groups randomly. The mean age of autism and normal groups was 7.86(1.38) and 8(1.68) respectively. Cambridge neuropsychological test automated battery and wechsler for children were used. Data were analyzed by t-test.

Results: High functioning children with autism showed significant differences in set-shifting in comparison with normal subjects particulary in extradimensional stages (stages 8 and 9).

Conclusion: High functioning children with autism have poor capability in set-shifting in comparison with normal subjects.