Literaturnachweis - Detailanzeige
| Autor/inn/en | Faja, Susan; Clarkson, Tessa; Gilbert, Rachel; Vaidyanathan, Akshita; Greco, Gabriella; Rueda, M. Rosario; Combita, Lina M.; Driscoll, Kate |
|---|---|
| Titel | A Preliminary Randomized, Controlled Trial of Executive Function Training for Children with Autism Spectrum Disorder |
| Quelle | In: Autism: The International Journal of Research and Practice, 26 (2022) 2, S.346-360 (15 Seiten)
PDF als Volltext |
| Zusatzinformation | ORCID (Faja, Susan) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1362-3613 |
| DOI | 10.1177/13623613211014990 |
| Schlagwörter | Autism; Pervasive Developmental Disorders; Executive Function; Training; Program Effectiveness; Children; Preadolescents; Metacognition; Generalization; Symptoms (Individual Disorders); Behavior Problems; Check Lists; Child Behavior; Attention Deficit Hyperactivity Disorder; Individual Characteristics; Massachusetts (Boston); Wechsler Abbreviated Scale of Intelligence; Autism Diagnostic Observation Schedule; Child Behavior Checklist |
| Abstract | This randomized, controlled study examined the initial efficacy of an executive function training program for children with autism spectrum disorder. Seventy 7- to 11 year-olds with autism spectrum disorder and intelligence quotients [greater than or equal to]80 were randomly assigned to receive a web-based set of executive function training games combined with in-person metacognition coaching or to a waitlist. Primary outcomes were evaluated for neural responses related to executive function, lab-based executive function behavior, and generalization of executive function skills. Secondary outcomes included measures of social function. Post-testing and analyses were conducted by staff naïve to group assignment. Children exhibited a change in neural response following training relative to the waitlist group ([eta][subscript p][superscript 2]=0.14). Training effects were not detected via lab-based tasks ([eta][subscript p][superscript 2]s<0.02) or generalized to caregiver-reported executive function skills outside the lab ([eta][subscript p][superscript 2]=0.0001). However, the training group demonstrated reduced symptoms of repetitive behavior ([eta][subscript p][superscript 2]<0.015) following training. There were no adverse events or attrition from the training group. Findings suggest that brief, targeted computer-based training program accompanied by coaching is feasible and may improve neural responses and repetitive behaviors of school-aged children with autism spectrum disorder. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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