Improving Executive Functions in a Child with Autism: A Pilot Study
Author Information
Author(s): Marian Acero-Ferrero, Elena Escolano-Pérez, María Consuelo Sáiz-Manzanares
Primary Institution: University of Zaragoza
Hypothesis
The designed cognitive intervention will positively impact the child’s executive functions (working memory, flexibility, and inhibition).
Conclusion
The intervention improved the child's flexibility and inhibition, but these improvements did not persist after three weeks without intervention.
Supporting Evidence
- The intervention led to improved cognitive flexibility and inhibition in the child.
- Improvements in executive functions were not maintained after three weeks without intervention.
- The study utilized a mixed-methods approach to evaluate the intervention's effectiveness.
Takeaway
This study shows that a special program can help a child with autism think better and control their actions, but the benefits might not last long without more practice.
Methodology
A mixed-methods approach using observational methodology and lag sequential analysis.
Potential Biases
Potential biases due to the small sample size and lack of control group.
Limitations
The study is based on a single case, limiting the generalizability of the findings.
Participant Demographics
A 5-year and 9-month-old boy with autism spectrum disorder, no comorbidities, attending a public school.
Statistical Information
Statistical Significance
p<0.05
Digital Object Identifier (DOI)
Want to read the original?
Access the complete publication on the publisher's website