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

Area of Science:

• Neuroscience
• Developmental Psychology
• Special Education

Background:

• Autism Spectrum Disorder (ASD) often presents challenges in attention and academic performance.
• Existing interventions may not sufficiently address cognitive deficits impacting learning in children with ASD.

Purpose of the Study:

• To evaluate the efficacy of an attention intervention program, Computerized Progressive Attentional Training (CPAT), for children with ASD.
• To determine if CPAT improves academic performance and cognitive skills in children with ASD compared to an active control.

Main Methods:

• A randomized controlled trial involving 15 children (aged 6-10) with ASD.
• Participants were assigned to either the CPAT group or a computer games control group for 8 weeks.
• Assessments included behavioral symptoms, cognitive skills, and academic performance pre- and post-intervention.

Main Results:

• Children in the CPAT group demonstrated significant improvements in cognitive skills and academic performance.
• These gains were observed over and above the improvements noted in the active control group.
• Both groups showed positive changes in behavioral symptoms.

Conclusions:

• Attention training via CPAT is a feasible and effective approach for enhancing academic performance in children with ASD.
• CPAT offers a targeted intervention to address cognitive and academic challenges associated with ASD.