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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.

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|July 4, 2019
PubMed
Summary
This summary is machine-generated.

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.

Keywords:
behavioural flexibilitycognitive flexibilityhigh-functioning autismrepetitive behaviourset shifting

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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.