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Working Memory Training in Youth With Autism, Fragile X, and Intellectual Disability: A Pilot Study

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Summary

This pilot study examined the effects of computerized working memory training on youth with Autism Spectrum Disorder (ASD) and comorbid Intellectual Disability (ID) in a single arm, pre-post design. Results showed that the ASD group demonstrated greater improvement on WM training relative to the ASD+FXS group. Participants improved on WM and far transfer outcomes, however, there were no significant group differences in improvement except for repetitive behavior. Higher hyperactivity/impulsivity ratings predicted lower performance on visuospatial WM. The findings suggest cognitive training may be beneficial for youth with ASD and ID, warranting further exploration.

Q&As

What is the purpose of this pilot study?
The purpose of this pilot study was to identify potential markers of improvement from pre-post treatment in response to computerized working memory (WM) training for youth with autism spectrum disorder (ASD) and comorbid intellectual disability (ID).

What ages were the participants in this study?
The participants in this study were ages 8-18.

What markers of improvement were identified in response to working memory training?
The markers of improvement identified in response to working memory training were improved working memory and far transfer outcomes.

Were there any significant differences between the ASD and ASD+FXS groups?
There were no significant differences between the ASD and ASD+FXS groups except for repetitive behavior.

What implications do the findings of this study have for youth with autism spectrum disorder and intellectual disability?
The findings of this study suggest that cognitive training may be beneficial for youth with ASD and ID, warranting further exploration.

AI Comments

👍 This pilot study provides valuable insight into the potential benefits of computerized working memory training for youth with autism and intellectual disability.

👎 The study only focused on a small sample size, so the results may not be applicable to the wider population.

AI Discussion

Me: It's about a pilot study that examined the effects of working memory training on youth with autism, fragile X, and intellectual disabilities.

Friend: That's a really interesting study! What are the implications of the research?

Me: The research found that the participants improved on their working memory and far transfer outcomes, but there were no significant group differences in improvement except for repetitive behavior. It suggests that cognitive training may be beneficial for youth with autism and intellectual disabilities, so it's worth further exploration. It also suggests that higher hyperactivity/impulsivity ratings may predict lower performance on visuospatial working memory.

Action items

Research other studies that have been conducted on working memory training in youth with autism, fragile X, and intellectual disability.
Reach out to experts in the field to discuss the implications of the study and potential next steps.
Develop a plan to implement working memory training in youth with autism, fragile X, and intellectual disability in your own community.

Technical terms

Working Memory Training: A type of cognitive training that focuses on improving a person's ability to store and recall information.
Autism Spectrum Disorder (ASD): A developmental disorder that affects communication and behavior.
Fragile X Syndrome (FXS): A genetic disorder that causes intellectual disability, behavioral and learning challenges, and physical characteristics.
Intellectual Disability (ID): A condition characterized by significant limitations in both intellectual functioning and adaptive behavior, which covers many everyday social and practical skills.
Pre-Post Design: A research design in which participants are tested before and after an intervention to measure the effect of the intervention.
Visuospatial Working Memory: The ability to remember and manipulate visual information.
Far Transfer Outcomes: The ability to apply skills learned in one context to another.