Attention Training in Autism as a Potential Approach to Improving Academic Performance: A School-Based Pilot Study / Mayra Muller SPANIOL in Journal of Autism and Developmental Disorders, 48-2 (February 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-2 (February 2018) . - p.592-610 Titre : Attention Training in Autism as a Potential Approach to Improving Academic Performance: A School-Based Pilot Study Type de document : texte imprimé Auteurs : Mayra Muller SPANIOL, Auteur ; Lilach SHALEV, Auteur ; Lila KOSSYVAKI, Auteur ; Carmel MEVORACH, Auteur Article en page(s) : p.592-610 Langues : Anglais (eng) Mots-clés : Academic performance  Attention training  Autism  Computerized training  School-based intervention Index. décimale : PER Périodiques Résumé : This study assessed the effectiveness of an attention intervention program (Computerized Progressive Attentional Training; CPAT) in improving academic performance of children with ASD. Fifteen 6-10 year olds with ASD attending a mainstream and a special school were assigned to an experimental (CPAT; n = 8) and active control (computer games; n = 7) group. Children were assessed pre- and post-intervention on measures of behavioural symptoms, cognitive skills and academic performance. The intervention was conducted in school twice a week for 8 weeks. Children in the CPAT group showed cognitive and academic improvements over and above the active control group, while children in both groups showed improvements in behaviour. Results suggest that attention training is a feasible approach to improving academic performance in this population. En ligne : https://doi.org/10.1007/s10803-017-3371-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338 [article] Attention Training in Autism as a Potential Approach to Improving Academic Performance: A School-Based Pilot Study [texte imprimé] / Mayra Muller SPANIOL, Auteur ; Lilach SHALEV, Auteur ; Lila KOSSYVAKI, Auteur ; Carmel MEVORACH, Auteur . - p.592-610. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-2 (February 2018) . - p.592-610 Mots-clés : Academic performance  Attention training  Autism  Computerized training  School-based intervention Index. décimale : PER Périodiques Résumé : This study assessed the effectiveness of an attention intervention program (Computerized Progressive Attentional Training; CPAT) in improving academic performance of children with ASD. Fifteen 6-10 year olds with ASD attending a mainstream and a special school were assigned to an experimental (CPAT; n = 8) and active control (computer games; n = 7) group. Children were assessed pre- and post-intervention on measures of behavioural symptoms, cognitive skills and academic performance. The intervention was conducted in school twice a week for 8 weeks. Children in the CPAT group showed cognitive and academic improvements over and above the active control group, while children in both groups showed improvements in behaviour. Results suggest that attention training is a feasible approach to improving academic performance in this population. En ligne : https://doi.org/10.1007/s10803-017-3371-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338

Attention training in children with autism spectrum disorder improves academic performance: A double-blind pilot application of the computerized progressive attentional training program / Mayra Muller SPANIOL in Autism Research, 14-8 (August 2021)  

Public ISBD [article]  inAutism Research > 14-8 (August 2021) . - p.1769-1776 Titre : Attention training in children with autism spectrum disorder improves academic performance: A double-blind pilot application of the computerized progressive attentional training program Type de document : texte imprimé Auteurs : Mayra Muller SPANIOL, Auteur ; Carmel MEVORACH, Auteur ; Lilach SHALEV, Auteur ; Maria Cristina T.V. TEIXEIRA, Auteur ; Rosane LOWENTHAL, Auteur ; Cristiane Silvestre DE PAULA, Auteur Article en page(s) : p.1769-1776 Langues : Anglais (eng) Mots-clés : Attention Deficit Disorder with Hyperactivity/therapy  Autism Spectrum Disorder/complications/therapy  Brazil  Child  Humans  Pilot Projects  Reading  attention  autism spectrum disorders  cognitive training  intervention  school performance Index. décimale : PER Périodiques Résumé : Atypical attention has been reported in individuals with autism spectrum disorder (ASD) with studies pointing to an increase in attention deficit and hyperactivity disorder-like symptomatology. Individuals with ASD may also present academic difficulties and it is possible that they face a double-barrier for academic attainment from both core ASD symptomatology and from attention atypicalities, which are directly linked to academic performance. This raises the possibility that academic difficulties in ASD may benefit from cognitive training targeting attention. To test this possibility, we used the computerized progressive attentional training (CPAT) intervention in a double-blind, active control with follow-up intervention study in Brazil. The CPAT is a computerized attention training program that was recently piloted with schoolchildren with ASD in the UK. Twenty-six participants (8-14 years) with ASD in the São Paulo's ASD Reference Unit were assigned to either the CPAT (n = 14) or active control group (n = 12), which were matched at baseline. Two 45-min intervention sessions per week were conducted over a 2-month period. School performance, attention, fluid intelligence, and behavior were assessed before, immediately after and 3 months following the intervention. Significant group by time interactions show improvements in math, reading, writing and attention that were maintained at follow-up for the CPAT (but not the active control) group, while parents of children from both groups tended to report behavioral improvements. We conclude that attention training has the potential to reduce obstacles for academic attainment in ASD. Combined with the previous pilot study, the current results point to the generality of the approach, which leads to similar outcomes in different cultural and social contexts. LAY ABSTRACT: Attention difficulties tend to occur in ASD and are linked to academic performance. In this study, we demonstrate that school performance in math, reading and writing in children with ASD can improve following an intervention that trains basic attention skills (the CPAT intervention). The improvements we report are stable and were maintained 3-months following the intervention. This study, which was conducted in a public-health setting in Brazil, extends previous research in schools in the UK pointing to the cross-cultural and cross-settings efficacy of the intervention. En ligne : http://dx.doi.org/10.1002/aur.2566 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=449 [article] Attention training in children with autism spectrum disorder improves academic performance: A double-blind pilot application of the computerized progressive attentional training program [texte imprimé] / Mayra Muller SPANIOL, Auteur ; Carmel MEVORACH, Auteur ; Lilach SHALEV, Auteur ; Maria Cristina T.V. TEIXEIRA, Auteur ; Rosane LOWENTHAL, Auteur ; Cristiane Silvestre DE PAULA, Auteur . - p.1769-1776. Langues : Anglais (eng) in Autism Research > 14-8 (August 2021) . - p.1769-1776 Mots-clés : Attention Deficit Disorder with Hyperactivity/therapy  Autism Spectrum Disorder/complications/therapy  Brazil  Child  Humans  Pilot Projects  Reading  attention  autism spectrum disorders  cognitive training  intervention  school performance Index. décimale : PER Périodiques Résumé : Atypical attention has been reported in individuals with autism spectrum disorder (ASD) with studies pointing to an increase in attention deficit and hyperactivity disorder-like symptomatology. Individuals with ASD may also present academic difficulties and it is possible that they face a double-barrier for academic attainment from both core ASD symptomatology and from attention atypicalities, which are directly linked to academic performance. This raises the possibility that academic difficulties in ASD may benefit from cognitive training targeting attention. To test this possibility, we used the computerized progressive attentional training (CPAT) intervention in a double-blind, active control with follow-up intervention study in Brazil. The CPAT is a computerized attention training program that was recently piloted with schoolchildren with ASD in the UK. Twenty-six participants (8-14 years) with ASD in the São Paulo's ASD Reference Unit were assigned to either the CPAT (n = 14) or active control group (n = 12), which were matched at baseline. Two 45-min intervention sessions per week were conducted over a 2-month period. School performance, attention, fluid intelligence, and behavior were assessed before, immediately after and 3 months following the intervention. Significant group by time interactions show improvements in math, reading, writing and attention that were maintained at follow-up for the CPAT (but not the active control) group, while parents of children from both groups tended to report behavioral improvements. We conclude that attention training has the potential to reduce obstacles for academic attainment in ASD. Combined with the previous pilot study, the current results point to the generality of the approach, which leads to similar outcomes in different cultural and social contexts. LAY ABSTRACT: Attention difficulties tend to occur in ASD and are linked to academic performance. In this study, we demonstrate that school performance in math, reading and writing in children with ASD can improve following an intervention that trains basic attention skills (the CPAT intervention). The improvements we report are stable and were maintained 3-months following the intervention. This study, which was conducted in a public-health setting in Brazil, extends previous research in schools in the UK pointing to the cross-cultural and cross-settings efficacy of the intervention. En ligne : http://dx.doi.org/10.1002/aur.2566 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=449

Reduced distractor interference in neurotypical adults with high expression of autistic traits irrespective of stimulus type / Mayra MULLER SPANIOL in Autism Research, 11-10 (October 2018)  

Public ISBD [article]  inAutism Research > 11-10 (October 2018) . - p.e2005 Titre : Reduced distractor interference in neurotypical adults with high expression of autistic traits irrespective of stimulus type Type de document : texte imprimé Auteurs : Mayra MULLER SPANIOL, Auteur ; Lilach SHALEV, Auteur ; Carmel MEVORACH, Auteur Article en page(s) : p.e2005 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Attention atypicality is evident in autism spectrum disorder (ASD) and its broader phenotype with previous studies suggesting that in some cases participants can be more efficient at ignoring distracting irrelevant information. However, it is not clear to what extent this improved filtering capacity is driven by perceptual atypicality, such as local bias or atypical face processing, which is also sometimes reported in these populations. For instance, better ability to ignore the global aspect of a display could stem from a local perceptual bias rather than from improved distractor inhibition. To test whether distractor suppression per se, is associated with high expression of autistic traits, in the present study a large cohort of neurotypical participants (n = 218), in whom expression of autistic traits was assessed, performed two nonspatial attention selection tasks with different categories of stimuli (global/local and face/scene). Importantly, both tasks involved a conflict with one aspect of the stimuli designated as the target and the other designated as the distractor. Across the two experiments adults with high autistic traits were overall, better able to ignore distractors than adults with low autistic traits, irrespective of the type of perceptual processing involved. These results support the notion that autistic tendencies are associated with increased attention filtering (at least when target and distractor remain constant) which is not dependent on perceptual biases. Thus, future work in the broader autism phenotype should explicitly consider the effect played by attention mechanisms in this population. Autism Res 2018, 11: 1345–1355. © 2018 International Society for Autism Research, Wiley Periodicals, Inc. Lay Summary In the present study, we show that neurotypical adults with high autistic traits are better able to avoid distraction from conspicuous (but completely irrelevant) distractors when told in advance to do so. This ability is not affected by the type of visual input (for instance, whether the distractor is a face or whether small rather than large letters should be reported). This finding could be important in better understanding the way attention is utilized in Autism. En ligne : http://dx.doi.org/10.1002/aur.2005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=369 [article] Reduced distractor interference in neurotypical adults with high expression of autistic traits irrespective of stimulus type [texte imprimé] / Mayra MULLER SPANIOL, Auteur ; Lilach SHALEV, Auteur ; Carmel MEVORACH, Auteur . - p.e2005. Langues : Anglais (eng) in Autism Research > 11-10 (October 2018) . - p.e2005 Index. décimale : PER Périodiques Résumé : Attention atypicality is evident in autism spectrum disorder (ASD) and its broader phenotype with previous studies suggesting that in some cases participants can be more efficient at ignoring distracting irrelevant information. However, it is not clear to what extent this improved filtering capacity is driven by perceptual atypicality, such as local bias or atypical face processing, which is also sometimes reported in these populations. For instance, better ability to ignore the global aspect of a display could stem from a local perceptual bias rather than from improved distractor inhibition. To test whether distractor suppression per se, is associated with high expression of autistic traits, in the present study a large cohort of neurotypical participants (n = 218), in whom expression of autistic traits was assessed, performed two nonspatial attention selection tasks with different categories of stimuli (global/local and face/scene). Importantly, both tasks involved a conflict with one aspect of the stimuli designated as the target and the other designated as the distractor. Across the two experiments adults with high autistic traits were overall, better able to ignore distractors than adults with low autistic traits, irrespective of the type of perceptual processing involved. These results support the notion that autistic tendencies are associated with increased attention filtering (at least when target and distractor remain constant) which is not dependent on perceptual biases. Thus, future work in the broader autism phenotype should explicitly consider the effect played by attention mechanisms in this population. Autism Res 2018, 11: 1345–1355. © 2018 International Society for Autism Research, Wiley Periodicals, Inc. Lay Summary In the present study, we show that neurotypical adults with high autistic traits are better able to avoid distraction from conspicuous (but completely irrelevant) distractors when told in advance to do so. This ability is not affected by the type of visual input (for instance, whether the distractor is a face or whether small rather than large letters should be reported). This finding could be important in better understanding the way attention is utilized in Autism. En ligne : http://dx.doi.org/10.1002/aur.2005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=369

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