Executive functions (EF) are a set of cognitive skills that enable planning, organisation, impulse control, and flexible adaptation to new situations. These skills are essential for problem-solving and self-regulation of behaviour. In pupils with Autism Spectrum Disorder (ASD), these functions can be impaired, making it difficult to manage complex tasks, adapt to changes in routine, and regulate emotions, which in turn affects their academic and social performance. For this reason, it is important to identify learning methodologies that support the development of executive functions in a way that is engaging and motivating for these pupils. Among such methodologies, floor robotics has gained prominence in recent decades due to its unique features, such as predictability, a high degree of environmental control, and sequencing, which align well with the educational needs of these learners. One floor robot is the Tale-Bot Pro robot, a robot equipped with directional symbols for programming routes, instant voice feedback, and narration recording capabilities. Activities with this robot are conducted using 10 x 10 cm grid playmats. Accordingly, the aim of this study is to apply the Tale-Bot Pro robot to improve the planning and organisation skills in ASD children. To achieve this aim, a quantitative research approach was employed, utilising a single-case quasi-experimental design with pretest and posttest measures. The sample consisted of two 8-year-old pupils, intentionally selected in a non-random manner, to participate in the intervention. The BRIEF®-2 (Behaviour Rating Inventory of Executive Function-2) was used as the primary instrument to assess changes in planning and organisation skills. The intervention took place at a public school in Alicante,Spain, and comprised five individual sessions of 30 minutes each. During these sessions, the pupils engaged in activities centred on solving challenges using the "Let's go to the zoo" playmat. Each challenge required the pupils to programme the robot’s path according to specific instructions. The results indicated an improvement in scores on the clinical scale of planning and organisation. In conclusion, the findings suggest that the use of the Tale-Bot Pro robot in structured activities could serve as a valuable educational strategy for fostering planning and organisation skills, thereby contributing to the development of EF in ASD children.

Keywords: Tale-Bot Pro, ASD, Planning and organisation, Executive functions.