Effectiveness of working memory training on the executive functions of children with high function autism spectrum disorder

AbstractAutism spectrum disorder (ASD) is prevalent globally, yet it lacks cost-effective treatment approaches. Deficits in executive functions occur frequently in autism spectrum disorder and present a target for intervention. Here we report the design and development of five smartphone-based games for training working memory in autistic children. These open-source games, available free of cost to the community, were designed to match the behavioral preferences and sensorimotor abilities of autistic kids. We then conducted a preliminary trial to test the effectiveness of a month-long intervention using these games. Although we did not see a significant change in the working memory of all children with a month-long training, children who performed better on the games also showed more improvement in their working memory, suggesting that a longer intervention with the games might be useful in improving working memory. Using a Hindi translation of the Autism Treatment Evaluation Checklist (ATEC), we also tested the far transfer of the training in reducing autistic symptoms. We found no significant change in the autistic symptoms after the intervention. Further, there was no correlation between the change in the working memory and the change in the autistic symptoms.

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Executive functions in youths with autism spectrum disorder and their unaffected siblings

Psychological Medicine ◽

10.1017/s0033291720001075 ◽

2020 ◽

pp. 1-10 ◽

Cited By ~ 2

Author(s):

Guan-Jye Seng ◽

Wan-Ling Tseng ◽

Yen-Nan Chiu ◽

Wen-Che Tsai ◽

Yu-Yu Wu ◽

...

Keyword(s):

Autism Spectrum Disorder ◽

Working Memory ◽

Executive Function ◽

Executive Functions ◽

Spatial Working Memory ◽

Digit Span ◽

Verbal Working Memory ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Planning Problem

Abstract Background Executive dysfunction is one of the main cognitive theories of autism spectrum disorder (ASD). Despite evidence of deficits in executive functions in individuals with ASD, little is known about executive dysfunctions as candidate cognitive endophenotypes for ASD. In this study, we investigated executive functions in youths with ASD, their unaffected siblings and typically developing controls (TDC). Methods We recruited 240 youths with a clinical diagnosis of ASD (aged 6–18 years), 147 unaffected siblings of ASD youths, and 240 TDC youths. TDC youths were recruited based on the age and sex distribution of the ASD youths. Participants were assessed using the verbal Digit Span test and four executive function tasks from the Cambridge Neuropsychological Test Automated Battery, including Intra-dimensional/Extra-dimensional Shift (I/ED), Spatial Span (SSP), Spatial Working Memory (SWM), and Stocking of Cambridge (SoC). Results ASD youths, relative to TDC, performed significantly worse in executive function tasks assessing verbal working memory (forward and backward digit span), set-shifting (I/ED), visuospatial working memory (SSP, SWM), and planning/problem solving (SoC). Furthermore, unaffected siblings, relative to TDC, performed worse in forward and backward digit recalls and made more errors in SWM. These results were independent of the effects of age, sex, IQ, and symptoms of attention-deficit/hyperactivity disorder. Conclusions Our findings support impaired executive functions in youths with ASD. However, unaffected siblings were mostly unimpaired except in the areas of verbal and spatial working memory, which may be potential cognitive endophenotypes for ASD.

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A Review of Executive Functions in Autism Spectrum Disorder and Attention Deficit Hyperactivity Disorder

Journal of Educational and Developmental Psychology ◽

10.5539/jedp.v8n2p107 ◽

2018 ◽

Vol 8 (2) ◽

pp. 107

Author(s):

Carmen Berenguer ◽

Belen Rosello ◽

Geraldine Leader

Keyword(s):

Autism Spectrum Disorder ◽

Attention Deficit Hyperactivity Disorder ◽

Working Memory ◽

Executive Functions ◽

Children And Adolescents ◽

Response Inhibition ◽

Attention Deficit ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Hyperactivity Disorder

Autism spectrum disorder (ASD) and attention deficit hyperactivity disorder (ADHD) are two of the most common childhood-onset neurodevelopmental disorders. Literature has shown different patterns of deficits in executive functioning in children with ASD and ADHD. To date few studies have examined executive functions in both ASD and ADHD and with mixed results.The current study provides the first systematic review to explore distinct executive function components (attention problems, response inhibition, working memory, planning and flexibility) that underlie the specific deficits seen in children and adolescents with both ASD and ADHD disorders. Findings provide evidence for executive dysfunctions across different key components such as attention, response inhibition and verbal working memory in children and adolescents with ASD and comorbid ADHD clinical symptoms. This research explores the neurocognitive profile of the comorbid condition, which is also critical for designing appropriate interventions.

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A Review of Language, Executive Function, and Intervention in Autism Spectrum Disorder

Seminars in Speech and Language ◽

10.1055/s-0039-1692964 ◽

2019 ◽

Vol 40 (04) ◽

pp. 291-304 ◽

Cited By ~ 3

Author(s):

Laura Friedman ◽

Audra Sterling

Keyword(s):

Autism Spectrum Disorder ◽

Working Memory ◽

Executive Function ◽

Social Skills ◽

Executive Functions ◽

Language Skills ◽

Autism Spectrum ◽

Clinical Applications ◽

Spectrum Disorder ◽

Children With Asd

AbstractDifficulties with both executive functions and language skills are common but variable in autism spectrum disorder (ASD). Executive functions and language skills are related to one another, such that vocabulary, syntax, and pragmatics are related to domains of working memory, shifting, and inhibition in ASD, although the directionality of these relationships remains unclear. Moreover, interventions that target pragmatic ability have been found to improve executive function skills, and conversely, executive function interventions are linked with improvements in social skills in children with ASD. We review the literature on executive functions, language skills, and their relationship in ASD; discuss factors that may be driving inconsistent findings; and explore clinical applications from the research thus far.

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He said, she said: Autism spectrum diagnosis and gender differentially affect relationships between executive functions and social communication

Autism ◽

10.1177/1362361318815639 ◽

2019 ◽

Vol 23 (7) ◽

pp. 1793-1804 ◽

Cited By ~ 1

Author(s):

Brea Chouinard ◽

Louise Gallagher ◽

Clare Kelly

Keyword(s):

Autism Spectrum Disorder ◽

Working Memory ◽

Executive Function ◽

Executive Functions ◽

Social Communication ◽

Data Exchange ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Imaging Data ◽

Male Youth

Autism spectrum disorder is characterized by difficulties with social communication, with a preponderance in males. Evidence supports a relationship between metacognitive executive functions (e.g. planning, working memory) and social communication in autism spectrum disorder, yet relationships with specific metacognitive executive functions and how gender alters the expression of these relationships require further study. We used multiple regression to examine relationships between informant-based measures of metacognitive executive function and social communication in intellectually able (IQ ⩾ 85) female ( n = 111; mean age = 10.2 ± 2.8; 31 autism spectrum disorder) and male youth ( n = 310; mean age = 10.5 ± 1.9; 146 autism spectrum disorder) with and without autism spectrum disorder from the Autism Brain Imaging Data Exchange-II database. Executive function–social communication relationships were different in females and males with autism spectrum disorder. Relationships between the entire metacognitive index and social communication were stronger in males with autism spectrum disorder than without; this pattern was also observed for metacognitive sub-indices ‘monitor’ and ‘working memory’. These patterns were not observed in females. Relationships between executive function and social communication appear different for female and male youth with an autism spectrum disorder diagnosis. To better understand the nature of metacognitive contributions to social communication in autism spectrum disorder, future work should investigate the co-development of monitoring, working memory and social communication, while taking gender into account.

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Development and testing of a game-based digital intervention for working memory training in autism spectrum disorder

Scientific Reports ◽

10.1038/s41598-021-93258-w ◽

2021 ◽

Vol 11 (1) ◽

Author(s):

Surbhit Wagle ◽

Arka Ghosh ◽

P. Karthic ◽

Akriti Ghosh ◽

Tarana Pervaiz ◽

...

Keyword(s):

Autism Spectrum Disorder ◽

Working Memory ◽

Cost Effective ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Memory Training ◽

Children With Asd ◽

Cost Effective Treatment ◽

Autistic Symptoms ◽

Significant Change

AbstractAutism spectrum disorder (ASD) is prevalent globally, yet it lacks cost-effective treatment approaches. Deficits in executive functions occur frequently in autism spectrum disorder and present a target for intervention. Here we report the design and development of five smartphone-based games for training working memory in children with ASD. These open-source games, available free of cost to the community, were designed to match the behavioral preferences and sensorimotor abilities of children with ASD. We then conducted a preliminary trial to test the effectiveness of a month-long intervention using these games. Although we did not see a significant change in the working memory of all children with a month-long training, children who performed better on the games also showed more improvement in their working memory, suggesting that a longer intervention with the games might be useful in improving working memory. Using a Hindi translation of the autism treatment evaluation checklist, we also tested the collateral gains of the training in reducing autistic symptoms. We found no significant change in the autistic symptoms after the intervention. Further, there was no correlation between the change in the working memory and the change in the autistic symptoms.

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Executive Functions in Adolescents with Autism Spectrum Disorder

Adolescents with Autism Spectrum Disorder ◽

10.1093/med-psych/9780190624828.003.0003 ◽

2017 ◽

pp. 67-90

Author(s):

Yael Dai ◽

Inge-Marie Eigsti

Keyword(s):

Autism Spectrum Disorder ◽

Working Memory ◽

Brain Regions ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Clinical Implications ◽

Future Directions ◽

Adolescents With Autism ◽

Memory Flexibility ◽

The Brain

This chapter reviews strengths and weaknesses in executive function (EF) domains, including inhibition, working memory, flexibility, fluency, and planning, in adolescents (age 13–19) with autism spectrum disorder (ASD). Given the dramatic developmental changes in the brain regions that support EF during the period of adolescence, it is critical to evaluate which EF abilities show a distinct profile during this period. As this chapter will demonstrate, youth with ASD show deficits across all domains of EF, particularly in complex tasks that include arbitrary instructions. We describe the fundamental measures for assessing skills in each domain and discuss limitations and future directions for research, as well as clinical implications of these findings for working with youth with ASD.

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