Wisconsin Card Sorting Test-Learning Potential: Usefulness for Assessing Children with Autism Spectrum Disorder

2020 ◽  
Vol 50 (12) ◽  
pp. 4230-4242
Author(s):  
M. Mar Gómez-Pérez ◽  
Sara Mata ◽  
Francisca Serrano ◽  
M. Dolores Calero
Keyword(s):  
Autism Spectrum Disorder ◽  
Children With Autism ◽  
Wisconsin Card Sorting Test ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Potential Usefulness ◽  
Card Sorting ◽  
Learning Potential ◽  
Wisconsin Card Sorting ◽  
Sorting Test

scholarly journals The set-shifting profiles of anorexia nervosa and autism spectrum disorder using the Wisconsin Card Sorting Test: a systematic review and meta-analysis

2016 ◽  
Vol 46 (9) ◽  
pp. 1809-1827 ◽  
Author(s):  
H. Westwood ◽  
D. Stahl ◽  
W. Mandy ◽  
K. Tchanturia
Keyword(s):  
Systematic Review ◽  
Autism Spectrum Disorder ◽  
Anorexia Nervosa ◽  
Wisconsin Card Sorting Test ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Set Shifting ◽  
Card Sorting ◽  
Wisconsin Card Sorting ◽  
Sorting Test

Difficulties in set-shifting are commonly reported in both autism spectrum disorder (ASD) and anorexia nervosa (AN) populations. Despite this, it is not known whether this cognitive profile persists across different ages, or whether the profiles seen in ASD and AN are comparable. This systematic review and meta-analyses aimed to compare the set-shifting profiles, as measured by the Wisconsin Card Sorting Test (WCST) in adults and younger people with either ASD or AN, relative to healthy controls (HCs) and to statistically compare performance on the WCST between ASD and AN. In all, 24 studies on ASD and 22 studies on AN were identified. In ASD, there were significant differences between the clinical group and HCs, with the ASD group making significantly more perseverative errors, indicating greater difficulty in set-shifting [pooled effect size ofd= 0.67, 95% confidence interval (CI) 0.53–0.81,p⩽ 0.001]. This effect was consistent across the age span. For AN studies, there was a significant difference between adults with AN and HCs (d= 0.52, 95% CI 0.36–0.68,p⩽ 0.001) but a non-significant effect in child studies (d= 0.25, 95% CI −0.05 to 0.55,z= 1.66,p= 0.096). Meta-regression indicated no effect of diagnosis (AN or ASD) on performance in adult studies but there was a non-significant trend (p= 0.053) towards children with ASD performing worse than children with AN. While difficulties with set-shifting appear to be stable in ASD, there may be differences between children and adults with AN, which warrant further investigation.

The impacts of physical activity intervention on physical and cognitive outcomes in children with autism spectrum disorder

Autism ◽  
2016 ◽  
Vol 21 (2) ◽  
pp. 190-202 ◽  
Author(s):  
Chien-Yu Pan ◽  
Chia-Hua Chu ◽  
Chia-Liang Tsai ◽  
Ming-Chih Sung ◽  
Chu-Yang Huang ◽  
...  
Keyword(s):  
Physical Activity ◽  
Autism Spectrum Disorder ◽  
Physical Activity Intervention ◽  
Children With Autism ◽  
Wisconsin Card Sorting Test ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Card Sorting ◽  
Group A ◽  
Group B

This study examined the effects of a 12-week physical activity intervention on the motor skill proficiency and executive function of 22 boys (aged 9.08 ± 1.75 years) with autism spectrum disorder. In Phase I of the 12 weeks, 11 boys with autism spectrum disorder (Group A) received the intervention, whereas the other 11 boys with autism spectrum disorder (Group B) did not (true control, no intervention). The arrangement was reversed in Phase II, which lasted an additional 12 weeks. The Bruininks–Oseretsky Test of Motor Proficiency, Second Edition, and the Wisconsin Card Sorting Test were conducted three times for each participant (Group A, primary grouping: baseline (T1), post-assessment (T2), and follow-up assessment (T3); Group B, control grouping: T1−T2; intervention condition, T2−T3). The main findings were that both groups of children with autism spectrum disorder significantly exhibited improvements in motor skill proficiency (the total motor composite and two motor-area composites) and executive function (three indices of the Wisconsin Card Sorting Test) after 12 weeks of physical activity intervention. In addition, the effectiveness appeared to have been sustained for at least 12 weeks in Group A. The findings provide supporting evidence that physical activity interventions involving table tennis training may be a viable therapeutic option for treating children with autism spectrum disorder.

Using the Wisconsin Card Sorting Test to assess learning potential in normal IQ schizophrenia: Does it have potential?

2009 ◽  
Vol 63 (5) ◽  
pp. 405-411 ◽  
Author(s):  
Anja Vaskinn ◽  
Kjetil Sundet ◽  
Svein Friis ◽  
Torill Ueland ◽  
Carmen Simonsen ◽  
...  
Keyword(s):  
Wisconsin Card Sorting Test ◽  
Card Sorting ◽  
Learning Potential ◽  
Wisconsin Card Sorting ◽  
Sorting Test

scholarly journals Validity of the Dynamic Wisconsin Card Sorting Test for Assessing Learning Potential in Brain Injury Rehabilitation

2014 ◽  
Vol 20 (10) ◽  
pp. 1034-1044 ◽  
Author(s):  
Hileen Boosman ◽  
Johanna M.A. Visser-Meily ◽  
Tamara Ownsworth ◽  
Ieke Winkens ◽  
Caroline M. Van Heugten
Keyword(s):  
Brain Injury ◽  
Test Score ◽  
Wisconsin Card Sorting Test ◽  
High Achievers ◽  
Card Sorting ◽  
Learning Potential ◽  
Gain Score ◽  
Post Test ◽  
Wisconsin Card Sorting ◽  
Sorting Test

AbstractThe dynamic Wisconsin Card Sorting Test (dWCST) examines the effects of brief training on test performance where pre- to post-test change reflects learning potential. The objective was to examine the validity of the dWCST as a measure of learning potential in patients with acquired brain injury (ABI). A total of 104 patients with ABI completed the dWCST at rehabilitation admission. Performance of a subgroup (n=63) was compared to patients (n=28) who completed a repeated administration of the conventional WCST (rWCST). Furthermore, dWCST performance was compared between patients with ABI (n=63) and healthy controls (n=30) matched on gender, age, and education. Three learning potential indices were used: post-test score, gain score, and a group classification (decliners, poor learners, strong learners, high achievers). The median dWCST administration time was 30 min. The dWCST showed no floor or ceiling effects and the post-test and gain score were significantly intercorrelated. The pre-test score showed no significant associations with other neuropsychological tests. The learning potential indices were significantly associated with language and/or memory. In contrast to the dWCST group, the rWCST group showed no significant pre- to post-test improvement. There were significantly more poor learners in the rWCST group. Compared to controls, patients obtained similar gains, but significantly lower pre- and post-test scores for the dWCST. The ratio of poor learners between-groups was not significantly different. The results support the validity of the dWCST for assessing learning potential in patients with ABI. Further research is needed to investigate the predictive validity of the dWCST. (JINS, 2014, 20, 1–11)

scholarly journals Visual Scanning Patterns during the Dimensional Change Card Sorting Task in Children with Autism Spectrum Disorder

2012 ◽  
Vol 2012 ◽  
pp. 1-11 ◽  
Author(s):  
Li Yi ◽  
Yubing Liu ◽  
Yunyi Li ◽  
Yuebo Fan ◽  
Dan Huang ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Children With Autism ◽  
Dimensional Change ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Sorting Task ◽  
Card Sorting ◽  
Visual Scanning ◽  
Card Sorting Task ◽  
Underlying Processes

Impaired cognitive flexibility in children with autism spectrum disorder (ASD) has been reported in previous literature. The present study explored ASD children’s visual scanning patterns during the Dimensional Change Card Sorting (DCCS) task using eye-tracking technique. ASD and typical developing (TD) children completed the standardized DCCS procedure on the computer while their eye movements were tracked. Behavioral results confirmed previous findings on ASD children’s deficits in executive function. ASD children’s visual scanning patterns also showed some specific underlying processes in the DCCS task compared to TD children. For example, ASD children looked shorter at the correct card in the postswitch phase and spent longer time at blank areas than TD children did. ASD children did not show a bias to the color dimension as TD children did. The correlations between the behavioral performance and eye moments were also discussed.

Instruction Using Augmentative and Alternative Communication Supports: Description of Current Practices by Speech-Language Pathologists Who Work With Children With Autism Spectrum Disorder

2020 ◽  
Vol 29 (2) ◽  
pp. 586-596 ◽  
Author(s):  
Kaitlyn A. Clarke ◽  
Diane L. Williams
Keyword(s):  
Autism Spectrum Disorder ◽  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Diagnostic Category ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Alternative Communication ◽  
Speech Language Pathologists ◽  
Processing Differences

Purpose The aim of this research study was to examine common practices of speech-language pathologists (SLPs) who work with children with autism spectrum disorder (ASD) with respect to whether or not SLPs consider processing differences in ASD or the effects of input during their instruction. Method Following a qualitative research method, how SLPs instruct and present augmentative and alternative communication systems to individuals with ASD, their rationale for method selection, and their perception of the efficacy of selected interventions were probed. Semistructured interviews were conducted as part of an in-depth case report with content analysis. Results Based on completed interviews, 4 primary themes were identified: (a) instructional method , (b) input provided , (c) decision-making process , and (d) perceived efficacy of treatment . Additionally, one secondary theme, training and education received , was identified . Conclusions Clinicians reported making decisions based on the needs of the child; however, they also reported making decisions based on the diagnostic category that characterized the child (i.e., ASD). The use of modeling when teaching augmentative and alternative communication to individuals with ASD emerged as a theme, but variations in the method of modeling were noted. SLPs did not report regularly considering processing differences in ASD, nor did they consider the effects of input during instruction.

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