The purpose of this study is to identify the relationship between cognitive characteristics related to executive function in children with intellectual disabilities and classroom teaching behavior. Here, three children with intellectual disabilities and three children with autism spectrum disorder and intellectual disabilities were studied so as to examine the possibility of tailoring the instruction of children with intellectual disabilities based on executive function. The children's cognitive characteristics and the classroom teaching behavior were investigated using an objective index of executive function. The results demonstrated that all six children were engaged in learning at a high rate, and that the characteristics of the children's cognitive functions and the teaching behavior involved in these appropriate learning behaviors were shown in terms of executive function. These findings suggest that an understanding of the characteristics of executive function in children and teaching behaviors may contribute to instruction that leads to effective learning behaviors in children with intellectual disabilities.