There are many theories trying to explain difficulties characteristic for individuals with autism spectrum disorder. The theory of executive dysfunction is one of them. Interest devoted to executive functions in the context of this disorder has grown steadily in the last two decades. Their association with main characteristics of this disorder has often been researched and debated. Executive function is a broad term used to refer to higher cognitive processes that guide goal-directed behavior. These processes are associated with restricted and repetitive behaviours and deficits in social communication and interaction of individuals with autism spectrum disorder. Specifically, planning, cognitive flexibility, inhibition and working memory are most commonly assessed executive function abilities in individuals with this disorder and it has been proven that they have an impact on various aspects of their functioning. In this thesis studies of executive functions in children with autism spectrum disorder will be reviewed along with the definition and assessment issues regarding individual executive function abilities. Moreover, guidelines concerning intervention approaches will be given, as well as the recommendations for further research needed for establishing the role of executive functions in the development and meeting the needs of children with autism spectrum disorder. autism spectrum disorder, executive functions, planning, cognitive flexibility, inhibition, working memory