The current study aimed to: Verify the effectiveness of a cognitive-behavioral program in developing some functional language skills and executive functions among the educable intellectually disabled adolescents, and Verifying the continued effect of the program on the experimental group. The main sample of the study consisted of (20) educable intellectually disabled adolescents. The experimental group consisted of (10) students. The control group consisted of (10) . Their IQ on the Stanford-Binet scale ranged between (50:70). Their chronological ages ranged between (12:15) years, with mean age of (13.35) years, and a standard deviation of (1. 089). The researcher used The Functional Language Skills Observation List for the Educable intellectually Disabled Adolescents (by the researcher), The Executive Functions Rating Scale for both the Normal and Special Needs Children (by Abdel Aziz Al-Shakhs and Hayam Morsi , 2013), and The Cognitive-Behavioral Program (by the researcher). The results showed that: there were statistically significant differences between the mean ranks of the scores of the experimental and control groups in the post measurement on The Functional Language Skills Observation List at the level of significance (0.01) in the total score and in all dimensions except for the functional writing it was (0.05), and The Executive Functions Rating Scale at the level of significance (0.01) in the total score and in all dimensions in favor of the experimental group in the post measurement.