Unlocking the cognitive puzzle of autism and your implication for education: the intersection of predictive processing, theory of mind, executive functions, and central coherence

Autism Spectrum Disorder (ASD) is a neurodevelopmental condition characterized by marked heterogeneity in cognitive profiles, social interaction, and adaptive functioning. This narrative review synthesizes four major cognitive models (Theory of Mind, Executive Functions, Central Coherence, and Predictive Processing) and examines how they contribute, individually and in combination, to understanding ASD and its educational implications. Drawing on recent neuroimaging, longitudinal, and educational studies, we discuss how difficulties in these partially dissociable yet interacting domains may affect academic performance and social development, shaping distinct developmental trajectories within the spectrum. Based on this framework, we analyze the concept of transferability as a key metric to evaluate intervention outcomes, arguing that approaches targeting cognitive mechanisms can yield broader functional gains than exclusively behavioral interventions. Finally, we review evidence-based practices recommended by the National Clearinghouse on Autism Evidence and Practice, considering their applicability across school stages, and clarify the distinctions between methods, programs, models, and protocols, emphasizing the central role of family involvement in planning and implementing individualized educational supports.