Reading aloud improves executive function of children with autism spectrum disorder: a pilot randomized controlled trial

Tachibana, Yukio; Hwang, Yeonhee; Abe, Yoshihisa; Goto, Saori; Sugai, Kuniaki; Kawashima, Ryuta

doi:10.1515/ijdhd-2012-0128

Cited by 5 publications

(9 citation statements)

References 29 publications

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“…Two articles did not measure any cognitive functions [76,77]. Two articles were excluded because the participants had been diagnosed as having dementia or autism spectrum disorder [78,79]. Three articles were written in Japanese [80][81][82].…”

Section: Resultsmentioning

confidence: 99%

“…Second, it remains unclear whether intervention programs can improve cognitive functions in people who have any diagnosis such as developmental disorder, depression, posttraumatic stress disorder (PTSD), dementia, mild cognitive impairment, or Alzheimer's disease. Our previous studies showed that cognitive training using reading aloud improved cognitive functions in older people with dementia [78] and children with autism spectrum disorder [79]. To confirm the issue, we should conduct the intervention study with nonhealthy people as well as healthy people.…”

Section: Advances In Neurosciencementioning

confidence: 93%

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Improving Cognitive Function from Children to Old Age: A Systematic Review of Recent Smart Ageing Intervention Studies

Nouchi

Kawashima

2014

Advances in Neuroscience

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Background. Cognitive functions are important for daily life at any age. One purpose of Smart Ageing is to investigate how to improve cognitive functions. This systematic review evaluates beneficial effects of the intervention on cognitive functions. Method. We conducted a systematic review of intervention studies of improvements of cognitive functions published or in press before December 2013. Because of the heterogeneity of the intervention programs, a systematic and critical review of the interventions and outcomes was conducted instead of a meta-analysis. Results. We identified nine completed and published studies, which were divided into four categories: cognitive training using video game, cognitive training using PC, cognitive training using paper and pencil, and exercise training. Review results showed that various intervention programs can improve cognitive functions such as executive functions, working memory, episodic memory, processing speed, and general cognitive ability/IQ. Conclusions. The systematic review demonstrated that some intervention programs can be effective for improving various aspects of cognitive functioning at any age. Some limitations to this review include its small sample size and heterogeneity of programs and cognitive function measures, in addition to unresolved issues such as transfer of everyday skills and effectiveness for nonhealthy people.

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Section: Resultsmentioning

confidence: 99%

Section: Advances In Neurosciencementioning

confidence: 93%

Improving Cognitive Function from Children to Old Age: A Systematic Review of Recent Smart Ageing Intervention Studies

Nouchi

Kawashima

2014

Advances in Neuroscience

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“…Por lo que respecta a la metodología de las intervenciones, algo más de la mitad de los estudios, un 52'17%, ha optado por el ensayo controlado aleatorizado (Borgi et al, 2015;Chan et al, 2012;Chan et al, 2014;de Vries et al, 2015;Escolano et al, 2019;Kenworthy et al, 2014;Morgan et al, 2018;Naeeimi et al, 2013;Pan et al, 2017;Parladé et al, 2020;Phung y Goldberg, 2019;Tachibana et al, 2013;Tse et al, 2019). Esto denota un alto grado de fiabilidad sobre las evidencias científicas extraídas en cada uno de ellos.…”

Section: Discussionunclassified

“…Por lo tanto, los cuatro grandes grupos en los que se pueden dividir para clasificarlos son: aquellas que hacían uso de las TIC, las que se desarrollaban en un aula o en casa mediante actividades relativa o completamente estáticas, aquellas que requerían cierta actividad física o movimiento y las que no se pueden clasificar en ninguno de los anteriores. Los dos más utilizados fueron las actividades en el aula y en casa con materiales simples como, por ejemplo, fichas que se dio en un 43'48% de los casos (Acero et al, 2017;Baltruschat et al, 2011;Baltruschat et al, 2012;Bravo y Frontera, 2016;Escolano et al, 2019;Hajril et al 2017;Kenworthy et al, 2014;Morgan et al, 2018;Parladé et al, 2020;Tachibana et al, 2013) y las actividades que requerían cierta actividad física, que se corresponde con el 26'09% de los casos (Borgi et al, 2015;Hilton et al, 2014;Nakutin y Gutierrez, 2019;Pan et al, 2017;Phung y Goldberg, 2019;Tse et al, 2019).…”

Section: Discussionunclassified

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Efectividad de las intervenciones en Funciones Ejecutivas en alumnado con Trastorno del Espectro Autista. Una revisión bibliográfica

Romero-Martínez¹

2021

ReiDoCrea: Revista Electrónica De Investigación Docencia Creativa

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Resumen: El presente trabajo se trata de una revisión bibliográfica a través de la cual se pretende conocer la efectividad de diferentes programas de intervención destinados a potenciar las Funciones Ejecutivas (FE) en el alumnado con Trastorno del Espectro Autista. Se utilizaron varias bases de datos para la selección de los 23 artículos recientes que componen este estudio. La mayoría de los estudios muestran mejoras significativas en las diferentes dimensiones de las FE trabajadas. Aunque hay una cantidad considerable de recursos enfocados a desarrollar las Funciones Ejecutivas, convendría ampliar los estudios y reducir las limitaciones de estos con el fin de que los resultados se puedan universalizar y abarcar a mayor población por la importancia del desarrollo de las funciones ejecutivas para el alumnado con Trastorno del Espectro Autista. Palabra clave: Necesidades educacionales Effectiveness of interventions in Executive Functions in students with Autism Spectrum Disorder. A bibliographic review

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Examining the relationship between cognitive inflexibility and internalizing and externalizing symptoms in autistic children and adolescents: A systematic review and meta‐analysis

et al. 2022

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Compared to neurotypical peers, autistic adolescents show greater cognitive inflexibility (CI) which manifests at the behavioral and cognitive level and potentially increases vulnerability for the development of internalizing (INT) and externalizing (EXT) symptoms. This systematic review and meta‐analysis explored the association between CI and INT/EXT in autistic adolescents. PubMed, EMBASE, MEDLINE, PsycINFO and Web of Science databases were searched to identify relevant studies until April 2022 (PROSPERO protocol: CRD42021277294). Systematic review included 21 studies (n = 1608) of CI and INT, and 15 studies (n = 1115) of CI and EXT. A pooled effect size using Pearson's correlation between CI and INT/EXT was calculated and the moderating effects of age, sex, IQ and study quality were investigated using meta‐regressions. Sensitivity analyses were completed to investigate the impact of measure variance for CI and co‐occurring ADHD on the overall effects. Greater CI is associated with increased INT (nine studies; n = 833; r = 0.39 (moderate effect), 95% confidence interval [0.32, 0.46]) and EXT (six studies; n = 295; r = 0.48 (large effect), 95% confidence interval [0.38, 0.58]). Results withheld when only using parental reports of CI and excluding autistic adolescents with co‐occurring ADHD. Increased CI may be a transdiagnostic vulnerability factor that can increase autistic adolescents' rigid or perseverative patterns of unhelpful cognition and behaviors and reduce their ability to access psychological interventions. Addressing CI may improve autistic children and adolescents' engagement with psychological therapy for co‐occurring mental health difficulties.

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Reading aloud improves executive function of children with autism spectrum disorder: a pilot randomized controlled trial

Cited by 5 publications

References 29 publications

Improving Cognitive Function from Children to Old Age: A Systematic Review of Recent Smart Ageing Intervention Studies

Improving Cognitive Function from Children to Old Age: A Systematic Review of Recent Smart Ageing Intervention Studies

Efectividad de las intervenciones en Funciones Ejecutivas en alumnado con Trastorno del Espectro Autista. Una revisión bibliográfica

Examining the relationship between cognitive inflexibility and internalizing and externalizing symptoms in autistic children and adolescents: A systematic review and meta‐analysis

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