Evaluating in the Real-World Educational Intervention to Improve Interference Control in Children with Autism Spectrum Disorder
Children with autism spectrum disorder (ASD) present deficiencies in interference control processes. The main aim of this pilot study was to analyze the efficacy of an educational intervention designed to optimize the interference control of eight ASD children, attending to their ASD severity level....
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| Format: | Article |
| Language: | English |
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MDPI AG
2022-08-01
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| Series: | Children |
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| Online Access: | https://www.mdpi.com/2227-9067/9/9/1294 |
| _version_ | 1797489908054491136 |
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| author | Elena Escolano-Pérez Marian Acero-Ferrero |
| author_facet | Elena Escolano-Pérez Marian Acero-Ferrero |
| author_sort | Elena Escolano-Pérez |
| collection | DOAJ |
| description | Children with autism spectrum disorder (ASD) present deficiencies in interference control processes. The main aim of this pilot study was to analyze the efficacy of an educational intervention designed to optimize the interference control of eight ASD children, attending to their ASD severity level. A mixed-methods approach grounded in systematic observation and nomothetic/follow-up/multidimensional observational designs was used. An observation instrument was developed to code data, which were grouped according to the ASD severity level (Group 1, requires support; Group 2, requires substantial support) and were analyzed using a lag sequential analysis. The results show that, although both groups progressed during the intervention and could have continued to improve, each group evolved differently. Group 1 performed relatively well from the onset and increased and developed their interference control strategies throughout the intervention, while Group 2, despite also acquiring new interference control strategies, took more time to show improvements. One month after the intervention ended, both groups were unable to consolidate the strategies learned. A mixed-methods approach allowed for real interference control deficits in ASD children to be captured in a natural context. To conclude, it would be necessary to lengthen this intervention and adapt it to the needs of each group. |
| first_indexed | 2024-03-10T00:24:20Z |
| format | Article |
| id | doaj.art-02a0b96b5b134783894bd23b5abdf198 |
| institution | Directory Open Access Journal |
| issn | 2227-9067 |
| language | English |
| last_indexed | 2024-03-10T00:24:20Z |
| publishDate | 2022-08-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Children |
| spelling | doaj.art-02a0b96b5b134783894bd23b5abdf1982023-11-23T15:36:34ZengMDPI AGChildren2227-90672022-08-0199129410.3390/children9091294Evaluating in the Real-World Educational Intervention to Improve Interference Control in Children with Autism Spectrum DisorderElena Escolano-Pérez0Marian Acero-Ferrero1Faculty of Education, Department of Psychology, University of Zaragoza, 50009 Zaragoza, SpainDepartment of Psychology and Sociology, University of Zaragoza, 50009 Zaragoza, SpainChildren with autism spectrum disorder (ASD) present deficiencies in interference control processes. The main aim of this pilot study was to analyze the efficacy of an educational intervention designed to optimize the interference control of eight ASD children, attending to their ASD severity level. A mixed-methods approach grounded in systematic observation and nomothetic/follow-up/multidimensional observational designs was used. An observation instrument was developed to code data, which were grouped according to the ASD severity level (Group 1, requires support; Group 2, requires substantial support) and were analyzed using a lag sequential analysis. The results show that, although both groups progressed during the intervention and could have continued to improve, each group evolved differently. Group 1 performed relatively well from the onset and increased and developed their interference control strategies throughout the intervention, while Group 2, despite also acquiring new interference control strategies, took more time to show improvements. One month after the intervention ended, both groups were unable to consolidate the strategies learned. A mixed-methods approach allowed for real interference control deficits in ASD children to be captured in a natural context. To conclude, it would be necessary to lengthen this intervention and adapt it to the needs of each group.https://www.mdpi.com/2227-9067/9/9/1294autism spectrum disorderchildhoodinterference controleducational interventionobservational methodologymixed methods |
| spellingShingle | Elena Escolano-Pérez Marian Acero-Ferrero Evaluating in the Real-World Educational Intervention to Improve Interference Control in Children with Autism Spectrum Disorder Children autism spectrum disorder childhood interference control educational intervention observational methodology mixed methods |
| title | Evaluating in the Real-World Educational Intervention to Improve Interference Control in Children with Autism Spectrum Disorder |
| title_full | Evaluating in the Real-World Educational Intervention to Improve Interference Control in Children with Autism Spectrum Disorder |
| title_fullStr | Evaluating in the Real-World Educational Intervention to Improve Interference Control in Children with Autism Spectrum Disorder |
| title_full_unstemmed | Evaluating in the Real-World Educational Intervention to Improve Interference Control in Children with Autism Spectrum Disorder |
| title_short | Evaluating in the Real-World Educational Intervention to Improve Interference Control in Children with Autism Spectrum Disorder |
| title_sort | evaluating in the real world educational intervention to improve interference control in children with autism spectrum disorder |
| topic | autism spectrum disorder childhood interference control educational intervention observational methodology mixed methods |
| url | https://www.mdpi.com/2227-9067/9/9/1294 |
| work_keys_str_mv | AT elenaescolanoperez evaluatingintherealworldeducationalinterventiontoimproveinterferencecontrolinchildrenwithautismspectrumdisorder AT marianaceroferrero evaluatingintherealworldeducationalinterventiontoimproveinterferencecontrolinchildrenwithautismspectrumdisorder |