Comprehensive Attention Training System (CATS): A Computerized Executive-Functioning Training for School-Aged Children with Autism Spectrum Disorder

Autor/inn/en	Chen, Meng-Ting; Chang, Yen-Ping; Marraccini, Marisa E.; Cho, Miao-Chun; Guo, Nai-Wen
Titel	Comprehensive Attention Training System (CATS): A Computerized Executive-Functioning Training for School-Aged Children with Autism Spectrum Disorder
Quelle	In: International Journal of Developmental Disabilities, 68 (2022) 4, S.528-537 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chen, Meng-Ting) ORCID (Marraccini, Marisa E.) ORCID (Guo, Nai-Wen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2047-3869
DOI	10.1080/20473869.2020.1827673
Schlagwörter	Students with Disabilities; Autism Spectrum Disorders; Executive Function; Training; Program Effectiveness; Attention; Intervention; Communication Skills; Planning; Inhibition; Self Control; Cognitive Restructuring; Behavior Modification; Drug Therapy; Biofeedback; Computer Assisted Instruction; Foreign Countries; Cognitive Ability; Taiwan; Raven Progressive Matrices; Home Observation for Measurement of Environment; Wisconsin Card Sorting Test; Trail Making Test; Vineland Adaptive Behavior Scales + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Autism; Autismus; Ausbildung; Aufmerksamkeit; Kommunikationsstil; Ablaufplanung; Planungsprozess; Hemmung; Selbstbeherrschung; Behaviour modification; Verhaltensänderung; Computer based training; Computerunterstützter Unterricht; Ausland; Denkfähigkeit
Abstract	Objective: Theory suggests that impaired executive functioning (EF) might explain several symptoms of autism spectrum disorder (ASD) in children. However, only a few studies have examined the efficacy of EF training for the children using randomized control trial designs, and only two of them found significant benefits of the training. Method: We designed Comprehensive Attention Training System (CATS), and tested this new EF intervention for children with ASD in a small-sampled randomized controlled trial. Twenty-five children with ASD aged six to twelve were randomly assigned to either the CATS or the control training and were assessed pre- and post-training. Results: Relative to the control group, the CATS group improved on EF as measured by the trail-making test, avoiding perseverative errors, and forming conceptual responses in the Wisconsin Card Sorting Task. There were also indications that CATS contributed to long-term communication skills as measured by the Vineland adaptive behavior scales. Conclusions: We report preliminary evidence that the CATS intervention may improve the EF of school-aged children with ASD compared to a control intervention. We discuss the results in terms of their generalizability to other developmental disorders. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01