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

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 inc...

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Bibliographic Details
Published in:American journal on intellectual and developmental disabilities 2022-09, Vol.127 (5), p.369-389
Main Authors: Calub, Catrina A, Benyakorn, Songpoom, Sun, Shuai, Iosif, Ana-Maria, Boyle, Lauren H, Solomon, Marjorie, Hessl, David, Schweitzer, Julie B
Format: Article
Language:English
Subjects:
Academic achievement
Adolescent
Applied Behavior Analysis
Association (Psychology)
Attention deficit hyperactivity disorder
Autism
Autism Spectrum Disorder
Autism Spectrum Disorders
Autistic Disorder
Behavior
Behavior Patterns
Behavior Problems
Brain
Child
Cognitive Processes
Cognitive skills training
Comorbidity
Computerization
Conceptual Tempo
Daily Living Skills
Evidence
Executive function
Family Environment
Fragile X Syndrome
Genetic Disorders
Humans
Hyperactivity
Impulsivity
Intellectual disabilities
Intellectual Disability
Intelligence tests
Interpersonal Relationship
Intervention
Language Impairments
Learning
Memory
Memory, Short-Term
Meta Analysis
Mutation
Outcomes of Treatment
Pilot Projects
Predictor Variables
Psychological Patterns
Randomized Controlled Trials
Repetitive behaviour
Short Term Memory
Spatial Ability
Training
Visual Perception
Youth
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Description
Summary: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.
ISSN:1944-7515
1944-7558
DOI:10.1352/1944-7558-127.5.369