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Related Concept Videos

Autism Spectrum Disorder01:19

Autism Spectrum Disorder

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Autism spectrum disorder (ASD) is a neurodevelopmental condition marked by persistent deficits in social communication and interaction alongside restrictive and repetitive behaviors or interests. ASD is sometimes accompanied by intellectual impairment.
These core symptoms manifest differently among individuals, ranging from mild to severe. The disorder's complexity extends beyond its clinical presentation, encompassing a diverse range of biological, cognitive, and sociocultural influences.
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Eye Tracking Young Children with Autism
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Visuospatial processing in children with autism: no evidence for (training-resistant) abnormalities.

Ellahe Chabani1, Bernhard Hommel

  • 1Institute of Psychology, Leiden University, Leiden, The Netherlands, echabani@gmail.com.

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Summary

Children with autism spectrum disorder (ASD) show similar visuospatial skills to typically developing peers, with training equally improving abilities in both groups. Both computer-based and face-to-face training proved effective for visuospatial enhancement.

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Area of Science:

  • Neuroscience
  • Developmental Psychology
  • Cognitive Science

Background:

  • Autism spectrum disorders (ASD) are often associated with visuospatial processing differences.
  • Previous research focused on baseline performance, limiting understanding of cognitive plasticity in individuals with ASD.
  • The potential for visuospatial skills to improve with training in children with ASD remains underexplored.

Purpose of the Study:

  • To investigate potential visuospatial processing differences between children with and without ASD.
  • To examine the impact of computerized versus face-to-face visuospatial training on these differences.
  • To assess cognitive and neural plasticity in visuospatial skills in children with ASD.

Main Methods:

  • A group of normally intelligent children with ASD and a control group of typically developing children participated.
  • Visuospatial processing was assessed using a tangram-like task.
  • Both computerized and face-to-face visuospatial training interventions were implemented.

Main Results:

  • Children with and without ASD exhibited comparable visuospatial processing abilities.
  • Observed minor differences in visuospatial skills were eliminated following training.
  • Visuospatial training equally enhanced performance in both children with ASD and typically developing children.
  • Computer-based and face-to-face training modalities demonstrated equivalent effectiveness.

Conclusions:

  • Visuospatial processing differences between children with and without ASD are minimal and amenable to training.
  • Visuospatial training is an effective method for improving cognitive abilities in children with ASD.
  • The mode of training delivery (computerized vs. face-to-face) does not significantly impact effectiveness.