Working Memory Training in Youth With Autism, Fragile X, and Intellectual Disability: A Pilot Study

Abstract

This pilot study sought to identify potential markers of improvement from pre-post treatment in response to computerized working memory (WM) training for youth (ages 8–18) with autism spectrum disorder (ASD) and comorbid intellectual disability (ID) in a single arm, pre-post design. Participants included 26 children with ASD and 18 with comorbid ASD and fragile X syndrome (ASD+FXS). Analyses were adjusted for age and IQ. The ASD group demonstrated greater improvement on WM training relative to the ASD+FXS group. Participants improved on WM and far transfer outcomes, however, there were no significant group differences in improvement except for repetitive behavior. Higher hyperactivity/impulsivity ratings predicted lower performance on visuospatial WM. Findings suggest cognitive training may be beneficial for youth with ASD and ID, warranting further exploration.

Well-designed manufacturing work improves some cognitive abilities in individuals with cognitive impairments

“…Two of the studies showed what could be considered to be far-transfer effects: McGlinchey and colleagues found that adult individuals with Down syndrome who trained on a series of executive function tasks scored better on a limited number of caregiver-rated measures of everyday executive function after training [if adjustments for multiple comparisons are ignored ( 161 )]. Similarly, Calub and colleagues found that after Cogmed training, children and adolescents with autism spectrum disorder (ASD) or comorbid ASD and Fragile X syndrome scored better on two behavioral inventories assessing on-task behaviors (being able to focus on the task at hand) and repetitive, ritualistic, and pragmatic problems ( 160 ).…”

“…Although relatively few, the majority of studies assessing cognitive training in adolescents and adults with cognitive impairments have used computerized “brain-game” interventions, combined with pre- and post-training psychometric evaluations. Researchers have implemented interventions using their own cognitive training programs ( 159 ), or commercially available training programs such as Cogmed ( 160 ), Scientific Brain Training Pro™ ( 161 ), CogniFit © ( 162 ), or Guttman NeuroPersonalTrainer® ( 163 ). Most studies have used standard neuropsychological tests and behavioral inventories that assess short-term or working memory for verbal and visuospatial information (e.g., digit span, word span, and block span, forward and backward), executive functions such as planning, inhibition and task-switching (e.g., Tower of London, Stroop and set-shifting tasks), and fluid intelligence (e.g., matrix tasks like the Raven's SPM) ( 159 – 161 , 163 ).…”

Autism severity level affects working memory and planning but not inhibition, shifting and emotional control

“…Individualized interventions can be effective in improving Planning and Working memory skills of preschool children (Giovannetti et al, 2022). Cognitive training in working memory may be beneficial for autistic individuals and can even have far transfer generalizability (Calub et al, 2022). Computerized game‐like interventions seem to be particularly efficient in improving working memory (Benyakorn et al, 2018; Kerns et al, 2017).…”