Pilot Study of an Attention and Executive Function Cognitive Intervention in Children with Autism Spectrum Disorders / S. J. MACOUN in Journal of Autism and Developmental Disorders, 51-8 (August 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-8 (August 2021) . - p.2600-2610 Titre : Pilot Study of an Attention and Executive Function Cognitive Intervention in Children with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : S. J. MACOUN, Auteur ; I. SCHNEIDER, Auteur ; B. BEDIR, Auteur ; J. SHEEHAN, Auteur ; A. SUNG, Auteur Article en page(s) : p.2600-2610 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/therapy  Child  Cognition  Communication  Emotional Regulation  Executive Function  Female  Humans  Male  Parents  Pilot Projects  Schools  Social Skills  Attention training  Autism  Cognitive intervention  Executive function training  Metacognitive strategy teaching  Process specific intervention Index. décimale : PER Périodiques Résumé : This pilot study investigated the efficacy of a game-based cognitive training program (Caribbean Quest; CQ) for improving attention and executive function (EF) in school-aged children with Autism Spectrum Disorder (ASD). CQ is a 'serious game' that uses a hybrid process-specific/compensatory approach to remediate attention and EF abilities through repetitive, hierarchically graded exercises delivered in an adaptive format. Game-play is accompanied by instruction in metacognitive strategies delivered by an adult trainer. Twenty children diagnosed with ASD (ages 6-12 years) completed 12 h of intervention in schools over 8-10 weeks that was facilitated by a trained Research Assistant. Pre-post testing indicated near transfer gains for visual working memory and selective attention and far transfer effects for math fluency. Exit interviews with parents and school staff indicated anecdotal gains in attention, EF, emotion-regulation, flexibility, communication, and social skills. Overall, this study provides preliminary support for the feasibility and potential efficacy of the CQ when delivered in schools to children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-020-04723-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452 [article] Pilot Study of an Attention and Executive Function Cognitive Intervention in Children with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / S. J. MACOUN, Auteur ; I. SCHNEIDER, Auteur ; B. BEDIR, Auteur ; J. SHEEHAN, Auteur ; A. SUNG, Auteur . - p.2600-2610. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-8 (August 2021) . - p.2600-2610 Mots-clés : Autism Spectrum Disorder/therapy  Child  Cognition  Communication  Emotional Regulation  Executive Function  Female  Humans  Male  Parents  Pilot Projects  Schools  Social Skills  Attention training  Autism  Cognitive intervention  Executive function training  Metacognitive strategy teaching  Process specific intervention Index. décimale : PER Périodiques Résumé : This pilot study investigated the efficacy of a game-based cognitive training program (Caribbean Quest; CQ) for improving attention and executive function (EF) in school-aged children with Autism Spectrum Disorder (ASD). CQ is a 'serious game' that uses a hybrid process-specific/compensatory approach to remediate attention and EF abilities through repetitive, hierarchically graded exercises delivered in an adaptive format. Game-play is accompanied by instruction in metacognitive strategies delivered by an adult trainer. Twenty children diagnosed with ASD (ages 6-12 years) completed 12 h of intervention in schools over 8-10 weeks that was facilitated by a trained Research Assistant. Pre-post testing indicated near transfer gains for visual working memory and selective attention and far transfer effects for math fluency. Exit interviews with parents and school staff indicated anecdotal gains in attention, EF, emotion-regulation, flexibility, communication, and social skills. Overall, this study provides preliminary support for the feasibility and potential efficacy of the CQ when delivered in schools to children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-020-04723-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452

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