Attention training in autism as a potential approach to improving academic performance: a school-based pilot study

Research output: Contribution to journalArticlepeer-review


External organisations

  • Tel Aviv University


This study assessed the effectiveness of an attention intervention program (Computerized Progressive Attention Training; CPAT) in improving academic performance of children with ASD. Fifteen 6-10 year olds with ASD attending a mainstream and a special school were assigned to an experimental (CPAT; n=8) and active control (computer games; n=7) group. Children were assessed pre- and post-intervention on measures of behavioural symptoms, cognitive skills and academic performance. The intervention was conducted in school twice a week for 8 weeks. Children in the CPAT group showed cognitive and academic improvements over and above the active control group, while children in both groups showed improvements in behaviour. Results suggest that attention training is a feasible approach to improving academic performance in this population.


Original languageEnglish
Pages (from-to)592–610
JournalJournal of Autism and Developmental Disorders
Early online date8 Nov 2017
Publication statusPublished - Feb 2018


  • Autism, Attention training, computerized training, academic performance, school-based intervention, Attention, neurodevelopmental disorders