Related Experiment Video
Updated: Jan 22, 2026
09:13
Testing Sensory and Multisensory Function in Children with Autism Spectrum Disorder
Published on: April 22, 2015
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Developing set-shifting improvement tasks (SSIT) for children with high-functioning autism
S Saniee1, H R Pouretemad2, S A Zardkhaneh3
1Department of Cognitive Psychology, Shahid Beheshti University, Tehran, Iran.
Journal of Intellectual Disability Research : JIDR
|July 4, 2019
Summary
This study developed set-shifting improvement tasks (SSIT) for children with autism spectrum disorder (ASD). The training improved cognitive and behavioral flexibility, showing potential as a rehabilitation tool.
Area of Science:
- Neuroscience
- Developmental Psychology
- Clinical Psychology
Background:
- Children with autism spectrum disorder (ASD) often exhibit executive function deficits, specifically in set-shifting.
- These deficits contribute to challenges in cognitive and behavioral flexibility, and can manifest as restricted behaviors.
- While research on set-shifting deficits in ASD is growing, targeted training interventions have not been extensively studied.
Purpose of the Study:
- To develop and investigate the effects of a novel training program, set-shifting improvement tasks (SSIT), designed to enhance set-shifting abilities in children with autism.
- To assess the impact of SSIT on cognitive flexibility, behavioral flexibility, and repetitive behaviors.
Main Methods:
- A quasi-experimental design was employed to evaluate the SSIT program in 13 children (ages 5-7) with high-functioning autism.
- The SSIT involved a computer-based puzzle game (Tatka) and home-based tasks for generalization.
- Outcome measures, including the Modified Wisconsin Card Sorting Test, Bender-Gestalt Test, and Behavioural Flexibility Rating Scale, were assessed pre-training, post-training, and at a 6-week follow-up.
Main Results:
- Significant improvements were observed in both cognitive flexibility (assessed by Bender Gestalt and WCST) and behavioral flexibility.
- A notable reduction in repetitive behaviors was also recorded following the SSIT intervention.
- These positive effects demonstrated relative stability for approximately one month post-training.
Conclusions:
- The development of SSIT represents a preliminary step towards creating cognitive rehabilitation tools for children with ASD.
- SSIT should be considered a supplementary intervention, complementing established treatments like applied behavior analysis.
- Further research with larger sample sizes is necessary to validate the efficacy of SSIT for children diagnosed with ASD.
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