Comprehensive attention training system (CATS): A computerized executive-functioning training for school-aged...

Area of Science:

• Neuroscience
• Developmental Psychology
• Clinical Psychology

Background:

• Impaired executive functioning (EF) is theorized to underlie several autism spectrum disorder (ASD) symptoms in children.
• Limited research exists on the efficacy of EF training for children with ASD, with few randomized controlled trials (RCTs) demonstrating significant benefits.

Purpose of the Study:

• To evaluate the efficacy of a novel EF intervention, the Comprehensive Attention Training System (CATS), for children with ASD.
• To compare the effects of CATS to a control training in a small-sampled RCT.

Main Methods:

• A randomized controlled trial was conducted with 25 children with ASD (aged 6-12).
• Participants were randomly assigned to either the CATS intervention group or a control training group.
• Assessments were performed pre- and post-intervention.

Main Results:

• The CATS group demonstrated significant improvements in EF compared to the control group.
• Specific EF improvements included performance on the Trail-Making Test and Wisconsin Card Sorting Task (reduced perseverative errors, enhanced conceptual responding).
• Preliminary indications suggest CATS may also positively impact long-term communication skills, as measured by the Vineland Adaptive Behavior Scales.

Conclusions:

• Preliminary evidence suggests that the CATS intervention can improve executive functioning in school-aged children with ASD.
• The findings warrant further investigation into the generalizability of CATS to other developmental disorders.