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

被引：38

作者：

Spaniol, Mayra Muller ^{[1
]}

Shalev, Lilach ^{[2
,3
]}

Kossyvaki, Lila ^{[4
]}

Mevorach, Carmel ^{[5
]}

机构：

[1] Univ Presbiteriana Mackenzie, Dept Dev Disorders, Sao Paulo, Brazil

[2] Tel Aviv Univ, Sch Educ, Tel Aviv, Israel

[3] Tel Aviv Univ, Sagol Sch Neurosci, Tel Aviv, Israel

[4] Univ Birmingham, Sch Educ, Birmingham, W Midlands, England

[5] Univ Birmingham, Sch Psychol, Birmingham, W Midlands, England

来源：

JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS | 2018年 / 48卷 / 02期

关键词：

Autism; Attention training; Computerized training; Academic performance; School-based intervention; HIGH-FUNCTIONING AUTISM; SUSTAINED ATTENTION; SELECTIVE ATTENTION; EXECUTIVE FUNCTION; SPECTRUM DISORDER; ASPERGER-SYNDROME; CHILDHOOD AUTISM; RATING-SCALE; SOCIAL MOTIVATION; PROCESSING SPEED;

D O I：

10.1007/s10803-017-3371-2

中图分类号：

B844 [发展心理学（人类心理学）];

学科分类号：

040202 ;

摘要：

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.

引用

页码：592 / 610

页数：19

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