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Executive Function Improvement for Children with Autism Spectrum Disorder: A Comparative Study between Virtual

Chaoxin Ji1, Jun Yang2, Lin Lin3

  • 1Department of PE, Northeastern University, Shenyang 110819, China.

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|April 23, 2022
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Virtual training and physical exercise significantly improved executive functions in children with autism spectrum disorder (ASD). However, these benefits decreased when the interventions stopped after six weeks.

Keywords:
children with ASDexecutive functionphysical exercisevirtual training

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Area of Science:

  • Neuroscience
  • Developmental Psychology
  • Behavioral Science

Background:

  • Autism Spectrum Disorder (ASD) is a neurodevelopmental condition characterized by challenges in social interaction, communication, and behavior.
  • Executive functions, including working memory, inhibition, and flexibility, are often impaired in children with ASD.
  • Interventions targeting executive functions are crucial for improving daily functioning and quality of life in this population.

Purpose of the Study:

  • To evaluate and compare the efficacy of virtual training versus physical exercise in enhancing executive functions in children with ASD.
  • To assess the sustainability of improvements in executive functions after the cessation of interventions.

Main Methods:

  • A randomized controlled trial involving three groups: virtual training (n=34), physical exercise (n=33), and a control group (n=33).
  • Interventions (virtual training and physical exercise) were administered for six weeks, three times per week for one hour each session.
  • Executive functions (working memory, inhibition, flexibility) were measured at baseline, post-intervention (6 weeks), and after a 3-week follow-up period (9 weeks).

Main Results:

  • Both virtual training and physical exercise groups demonstrated significant improvements in executive functions immediately following the 6-week intervention period.
  • Following the cessation of interventions (weeks 6-9), a decline in executive function performance was observed in both the virtual training and physical exercise groups.
  • The control group did not show significant changes in executive functions throughout the study period.

Conclusions:

  • Virtual training and physical exercise are effective methods for enhancing executive functions in children with ASD.
  • The positive effects of these interventions on executive functions appear to be temporary, highlighting the need for continued engagement or booster sessions.
  • Further research is warranted to explore long-term intervention strategies and optimal implementation for sustained executive function improvement in children with ASD.