Attention Training in Autism as a Potential Approach to Improving Academic Performance: A School-Based Pilot Study

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;...

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Bibliographic Details
Published in:Journal of autism and developmental disorders 2018-02, Vol.48 (2), p.592-610
Main Authors: Spaniol, Mayra Muller, Shalev, Lilach, Kossyvaki, Lila, Mevorach, Carmel
Format: Article
Language:English
Subjects:
Academic Achievement
Academic Performance - psychology
Attention
Attention Control
Autism
Autistic Disorder - psychology
Behavior
Behavior Change
Behavioral Science and Psychology
Child
Child and School Psychology
Children
Cognition & reasoning
Cognition - physiology
Cognitive Ability
Cognitive skills
Computer & video games
Computer Games
Computerization
Control Groups
Development and progression
Elementary School Students
Experimental Groups
Female
Humans
Intervention
Male
Neurosciences
Original Paper
Outcomes of Treatment
Pediatrics
Pervasive Developmental Disorders
Pilot Projects
Pretests Posttests
Program Effectiveness
Psychology
Public Health
Schools
Special Schools
Symptoms (Individual Disorders)
Training
Video Games
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Summary: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.
ISSN:0162-3257
1573-3432
DOI:10.1007/s10803-017-3371-2