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

Research output: Contribution to journal › Article › peer-review

Standard

Attention training in autism as a potential approach to improving academic performance: a school-based pilot study. / Muller Spaniol, Mayra; Shalev, Lilach; Kossyvaki, Lila; Mevorach, Carmel.

In: Journal of Autism and Developmental Disorders, Vol. 48, 02.2018, p. 592–610.

Research output: Contribution to journal › Article › peer-review

Harvard

Muller Spaniol, M, Shalev, L, Kossyvaki, L & Mevorach, C 2018, 'Attention training in autism as a potential approach to improving academic performance: a school-based pilot study', Journal of Autism and Developmental Disorders, vol. 48, pp. 592–610. https://doi.org/10.1007/s10803-017-3371-2

APA

Muller Spaniol, M., Shalev, L., Kossyvaki, L., & Mevorach, C. (2018). Attention training in autism as a potential approach to improving academic performance: a school-based pilot study. Journal of Autism and Developmental Disorders, 48, 592–610. https://doi.org/10.1007/s10803-017-3371-2

Vancouver

Muller Spaniol M, Shalev L, Kossyvaki L, Mevorach C. Attention training in autism as a potential approach to improving academic performance: a school-based pilot study. Journal of Autism and Developmental Disorders. 2018 Feb;48:592–610. https://doi.org/10.1007/s10803-017-3371-2

Author

Muller Spaniol, Mayra ; Shalev, Lilach ; Kossyvaki, Lila ; Mevorach, Carmel. / Attention training in autism as a potential approach to improving academic performance: a school-based pilot study. In: Journal of Autism and Developmental Disorders. 2018 ; Vol. 48. pp. 592–610.

Bibtex

@article{5d41bdd18e2140ce95446ad65e21b7bc,
title = "Attention training in autism as a potential approach to improving academic performance:: a school-based pilot study",
abstract = "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.",
keywords = "Autism, Attention training, computerized training, academic performance, school-based intervention, Attention, neurodevelopmental disorders",
author = "{Muller Spaniol}, Mayra and Lilach Shalev and Lila Kossyvaki and Carmel Mevorach",
year = "2018",
month = feb,
doi = "10.1007/s10803-017-3371-2",
language = "English",
volume = "48",
pages = "592–610",
journal = "Journal of Autism and Developmental Disorders",
issn = "0162-3257",
publisher = "Springer",

}

RIS

TY - JOUR

T1 - Attention training in autism as a potential approach to improving academic performance:

T2 - a school-based pilot study

AU - Muller Spaniol, Mayra

AU - Shalev, Lilach

AU - Kossyvaki, Lila

AU - Mevorach, Carmel

PY - 2018/2

Y1 - 2018/2

N2 - 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.

AB - 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.

KW - Autism

KW - Attention training

KW - computerized training

KW - academic performance

KW - school-based intervention

KW - Attention

KW - neurodevelopmental disorders

U2 - 10.1007/s10803-017-3371-2

DO - 10.1007/s10803-017-3371-2

M3 - Article

VL - 48

SP - 592

EP - 610

JO - Journal of Autism and Developmental Disorders

JF - Journal of Autism and Developmental Disorders

SN - 0162-3257

ER -