Comprehensive attention training system (CATS): A computerized executive-functioning training for school-aged children with autism spectrum disorder

Chen, Meng Ting; Chang, Yen Chung; Marraccini, Marisa E.; Cho, Miao Chun; Guo, Nai-Wen

doi:10.1080/20473869.2020.1827673

Cited by 9 publications

(12 citation statements)

References 32 publications

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“…Another qualitative feature that can influence the results and generate questionable interpretations of efficacy is the blinding of participants and outcome assessors, which can be partly remedied by the use of non-subjective instruments and allocation concealment in randomised trials. Of the three cases with the highest risk of bias, two studies did not include enough information about the blinding of the evaluators [85,86], and one study in which the trainer of the intervention coincides with the evaluator of the outcome measures [87]. Overall, in five studies, the authors report the non-blindness of the assessors [67,[87][88][89][90] and in ten studies being unclear in their reporting.…”

Section: Results Of the Searchmentioning

confidence: 99%

“…Of the three cases with the highest risk of bias, two studies did not include enough information about the blinding of the evaluators [85,86], and one study in which the trainer of the intervention coincides with the evaluator of the outcome measures [87]. Overall, in five studies, the authors report the non-blindness of the assessors [67,[87][88][89][90] and in ten studies being unclear in their reporting.…”

Section: Results Of the Searchmentioning

confidence: 99%

“…In addition to this, in light of the most recent innovations in the therapeutic field, we focused on technological advancements that supported training activities with ASD children. Therefore, interventions were categorized into Non-Computerized [89][90][91]93,[97][98][99][100][101] and Computerized training programs [67,68,[85][86][87][88]92,[94][95][96]. A summary of the main characteristics of each study is shown in Table 2.…”

Section: Study Characteristicsmentioning

confidence: 99%

“…In the context of our study, exergames are computer games run on commercial consoles such as the Wii and the Kinect console and that are controlled with body movements. The remainder have investigated the use of serious games and gamified environments to train specific executive abilities [67,68,87,88,95,96].…”

Section: Characteristics Of Computerized Trainingsmentioning

confidence: 99%

“…Most of the interventions were made accessible directly from participants' homes [68,88,96] or were offered in the school setting [67,85,86,95], where parents or teachers were often actively involved to support performance. In total, five training programs were assisted by an adult [67,87,95,96]; however, each one differed in the level of involvement of the adult within the program. In Saniee's study [96], for example, computer-based training was integrated with daily life activities using help and promption from mothers.…”

Section: Characteristics Of Computerized Trainingsmentioning

confidence: 99%

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Effects of Cognitive Training Programs on Executive Function in Children and Adolescents with Autism Spectrum Disorder: A Systematic Review

et al. 2021

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Background. Autism Spectrum Disorder is often associated with deficits in executive functions (EFs), which is contributing significantly to individuals with ASD’s difficulties in conducting an independent life, particularly considering social skills. Technologies offer promising opportunities to structure EF intervention programs for children on the autistic spectrum. Methods. This study aimed to review the effectiveness of randomized controlled trials or quasi-experimental studies of EF interventions delivered to children and young people (up to 23 years old) with a diagnosis of ASD. A special focus was dedicated to document the effectiveness of computerized and non-computerized cognitive training on (1) EFs and on (2) ASD symptomatology and social skills. Of 2601 studies retrieved, 19 fulfilled the inclusion criteria. Results. Most of the interventions identified were effective in enhancing EFs and reducing symptoms in children and young people with ASD. Limited evidence is available on their generalization to untrained skills (i.e., social abilities) as well as long-term effects. Conclusions. There is growing evidence for overall effectiveness of EF training, particularly when computerized. However, caution should be taken when interpreting these findings owing to methodological limitations, the minimal number of papers retrieved, and a small samples of included studies.

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Section: Results Of the Searchmentioning

confidence: 99%

Section: Results Of the Searchmentioning

confidence: 99%

Section: Study Characteristicsmentioning

confidence: 99%

Section: Characteristics Of Computerized Trainingsmentioning

confidence: 99%

Section: Characteristics Of Computerized Trainingsmentioning

confidence: 99%

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Effects of Cognitive Training Programs on Executive Function in Children and Adolescents with Autism Spectrum Disorder: A Systematic Review

et al. 2021

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Digital interventions for autism spectrum disorders: A systematic review and meta‐analysis

Wang,

Ma,

et al. 2024

Pediatric Investigation

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ImportanceDigital technology is now widely available for the interventions of autism, but its validity and feasibility remain to be proved.ObjectiveThis study aimed to investigate the effectiveness of digital health interventions (DHIs) in improving core symptoms or intelligence quotient in patients with autism spectrum disorder (ASD).MethodsThree databases including PubMed, Cochrane, and Scopus, were searched on November 15, 2022. Randomized clinical trials that enrolled patients with ASD who received DHIs and a control group without DHI treatment were included. Cochrane risk of bias tool (RoB 2) was applied to assess the risk of bias.ResultsA total of 33 studies, involving 1285 participants (658 [51.2%] in DHI groups and 627 [48.8%] in control groups), were analyzed to investigate the differences between DHI groups and control groups. Significantly greater improvements in the overall performance of ASD were observed in the DHI groups compared to the control groups (including active, waitlist, treatment‐as‐usual, and no treatment) with an effect size of 1.89 (Cohen's d 95% confidence interval [CI]: 1.26–2.52). Studies with treatment‐as‐usual, waitlist, and no treatment control demonstrated large effect sizes of Cohen's d 3.41 (95% CI: 0.84–5.97), Cohen's d 4.27 (95% CI: 1.95–6.59), and Cohen's d 4.52 (95% CI: 2.98–6.06) respectively. In contrast, studies with active control revealed insignificant effect sizes (Cohen's d 0.73, 95% CI: 0.12–1.33).InterpretationThis meta‐analysis found significantly greater improvements in core symptoms or intelligence quotient in ASD patients receiving DHIs compared to those in control conditions. ASD patients may benefit from the DHIs and reduce the economic burden.

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Using virtual reality to enhance attention for autistic spectrum disorder with eye tracking

Razzak,

(Joy) Li,

(Selena) He

et al. 2024

High-Confidence Computing

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Comprehensive attention training system (CATS): A computerized executive-functioning training for school-aged children with autism spectrum disorder

Cited by 9 publications

References 32 publications

Effects of Cognitive Training Programs on Executive Function in Children and Adolescents with Autism Spectrum Disorder: A Systematic Review

Effects of Cognitive Training Programs on Executive Function in Children and Adolescents with Autism Spectrum Disorder: A Systematic Review

Digital interventions for autism spectrum disorders: A systematic review and meta‐analysis

Using virtual reality to enhance attention for autistic spectrum disorder with eye tracking

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