Attentional capacities of children with autism spectrum disorder

Shahrokhi, Hassan; Aliloo, Majid Mahmood; Fanid, Leila Mehdizadeh; Azizabaad, S. Amiri; Yadegari, Neda

doi:10.1016/j.neurenf.2012.04.433

Cited by 1 publication

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“…Set shifting (also referred to as cognitive shifting or mental flexibility) is an executive function that allows attention to shift between several tasks, activities, thoughts or strategies when changes occur in a situation (Hill 2004;Geurts et al 2009;Yerys et al 2015). Dramatically developing during childhood, this ability of switching from a previously learned rule to a new rule (Cepeda et al 2001;Bunge & Zelazo 2006 (has been shown to be affected by some neurodevelopmental disorders, especially in individuals with autism spectrum disorders (ASD; Prior & MacMillan 1973;Rinehart et al 2001;Ozonoff et al 2004;Green et al 2007;South et al 2007;Geurts et al 2009;Yerys et al 2009;Shahrokhi et al 2012;Miller et al 2015).…”

Section: Introductionmentioning

confidence: 99%

Developing set‐shifting improvement tasks (SSIT) for children with high‐functioning autism

Saniee

Pouretemad

Zardkhaneh

2019

J intellect Disabil Res

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Background Children with autism spectrum disorder (ASD) experience set‐shifting deficit as a part of executive function, which can lead to cognitive and behavioural flexibility deficits and/or restricted behaviours. Despite the increasing body of research on this cognitive deficit, set‐shifting training has not been exclusively studied in ASD. Aims In this study, a training condition [set‐shifting improvement tasks (SSIT)] was developed to improve set‐shifting ability; afterwards, the possible effects of these tasks were investigated. Methods and Procedures With the aim of improving set‐shifting ability in children with autism, a training program (SSIT), involving a computer game (Tatka, a puzzle game produced by our research team) with some home‐based tasks (for generalisation purposes), was developed. Then, in a quasi‐experimental design, the effects of SSIT tasks were studied on children (n = 13, 5–7 years old) with high‐functioning autism. Outcome measures (pre‐training, post‐training and a 6‐week follow‐up) were assessed using Modified Wisconsin Card Sorting Test, Bender‐Gestalt Test and Behavioural Flexibility Rating Scale. Results and Outcomes A significant change was observed in both cognitive (Bender Gestalt, ηp2=0.84; WCST; =p20.87) and behavioural flexibilities ( ηp2=0.79) and also in repetitive behaviours ( ηp2=0.45). Furthermore, the result remained stable to some extent for about 1 month after the training condition. Conclusions and Implications Developing the SSIT is just an initial step in the major target of creating cognitive rehabilitation tools to be used by clinicians and parents for children diagnosed with ASD and should be understood as a supplement, rather than an alternative, to the main treatments such as applied behaviour analysis. Future research with larger samples are needed to confirm whether this intervention is effective for children with ASD.

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