Joint Attention and the Social Phenotype of Autism Spectrum Disorder: A Perspective From Developmental Psychopathology

Hecke, Amy Vaughan Van; Oswald, Tasha M.; Mundy, Peter

doi:10.1002/9781119125556.devpsy304

Cited by 3 publications

(2 citation statements)

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“…Overloading a user's attention by adding a social component, complex scenarios, and lengthy instructions can obstruct learning (Chandler & Sweller, 1996). This can be problematic for a child diagnosed with ASD, as they struggle with perspective taking and theory of mind (Van Hecke, Oswald, & Mundy, 2016). This can be problematic for a child diagnosed with ASD, as they struggle with perspective taking and theory of mind (Van Hecke, Oswald, & Mundy, 2016).…”

Section: Discussionmentioning

confidence: 99%

“…For example, CogniPlus trains divided attention by immersing the user in the role of a security officer who is responsible for detecting threats across multiple sources (Schuhfried, n.d.). This can be problematic for a child diagnosed with ASD, as they struggle with perspective taking and theory of mind (Van Hecke, Oswald, & Mundy, 2016). Distracting the user with superfluous content redirects attention from important information to irrelevant aspects of the task, which may negatively affect transfer.…”

Section: Discussionmentioning

confidence: 99%

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Training with a three‐dimensional multiple object‐tracking (3D‐MOT) paradigm improves attention in students with a neurodevelopmental condition: a randomized controlled trial

Tullo

Guy

Faubert

et al. 2018

Developmental Science

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The efficacy of attention training paradigms is influenced by many factors, including the specificity of targeted cognitive processes, accuracy of outcome measures, accessibility to specialized populations, and adaptability to user capability. These issues are increasingly significant when working with children diagnosed with neurodevelopmental conditions that are characterized by attentional difficulties. This study investigated the efficacy of training attention in students with neurodevelopmental conditions using a novel three-dimensional Multiple Object-Tracking (3D-MOT) task. All students (ages 6-18 years) performed the Conners Continuous Performance Task (CPT-3) as a baseline measure of attention. They were then equally and randomly assigned to one of three groups: a treatment group, (3D-MOT); an active control group (visual strategy/math-based game, 2048); and a treatment as usual group. Students were trained on their respective tasks for a total of 15 training sessions over a five-week period and then reassessed on the CPT-3. Results showed that post-training CPT-3 performance significantly improved from baseline for participants in the treatment group only. This improvement indicates that training with 3D-MOT increased attentional abilities in students with neurodevelopmental conditions. These results suggest that training attention with a non-verbal, visual-based task is feasible in a school setting and accessible to atypically developing students with attentional difficulties.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%