Unit:
Faculty of MedicineLibrary of the School of Health Sciences
Author:
Papadopoulou Pinelopi
Dissertation committee:
Αικατερίνη Παπανικολάου, Καθηγήτρια, Ιατρική Σχολή, ΕΚΠΑ (επιβλέπουσα)
Γεράσιμος Κολαΐτης, Καθηγητής, Ιατρική Σχολή, ΕΚΠΑ
Παναγιώτα Περβανίδου, Αναπληρώτρια Καθηγήτρια, Ιατρική Σχολή, ΕΚΠΑ
Ελένη Λαζαράτου, Καθηγήτρια, Ιατρική Σχολή, ΕΚΠΑ
Στυλιανός Χριστογιώργος, Αναπληρωτής Καθηγητής, Ιατρική Σχολή, ΕΚΠΑ
Ιωάννα Γιαννοπούλου, Επίκουρη Καθηγήτρια, Ιατρική Σχολή, ΕΚΠΑ
Γεώργιος Γιαννακόπουλος, Επίκουρος Καθηγητής, Ιατρική Σχολή, ΕΚΠΑ
Original Title:
Εφαρμογή και αξιολόγηση της αποτελεσματικότητας ενός προγράμματος εξάσκησης των επιτελικών λειτουργιών σε παιδιά σχολικής ηλικίας με ΔΕΠΥ, ΔΑΦ και ΔΕΠΥ+ΔΑΦ
Translated title:
Evaluating the effectiveness of an executive functions training program in school-age children with ADHD, ASD and ADHD+ASD
Summary:
Background: Children with Autism Spectrum Disorder (ASD) and Attention Deficit Hyperactivity Disorder (ADHD) often present deficits in executive functioning. Intervention programs targeting at the remediation of executive dysfunction seem to be beneficial to children with neurodevelopmental disorders. The aim of the present study was to test the feasibility of the EF-TRAIN program in ASD, to examine the EF-TRAIN’s effectiveness in ASD versus ADHD and to estimate possible effects of ADHD symptoms in ASD regarding the response of ASD participants to the program.
Method: Fifty one (51) children, 27 with ADHD (20 boys, 7 girls) and 24 with ASD (20 boys, 4 girls), aged 5-8 years, received 20 weekly 45-minutes sessions of the EF-TRAIN program. Pre-post measurements were conducted and included neuropsychological tests, such as the Tower Task (planning), the Go no Go Task (auditory attention), the Cancellation Task (visual attention and processing speed), the Digit Span Task (working memory) and the Raven Task (fluid intelligence), as well as parental reports regarding child temperament (CBQ), parenting stress (PSI) and emotional-behavioral problems (SDQ).
Results: Executive functions were improved in both groups. Digit Span forward and Digit Span backward scores were increased only in the ASD group (p=0,004; p<0,001), whereas the time completion in the cancellation task was also significantly decreased only in the ASD group (p=0,001). The degree of change for the Raven’s total score, the Digit Span raw score and the Digit Span backward was greater in the ASD group (p=0,042;p=0,032;p=0,017). In the SDQ, the score on “Hyperactivity-Inattention” subscale was significantly decreased only in the ASD group (p=0,049). The total parenting stress was reduced for both groups (p=0,007 for ADHD; p=0,011 for ASD). In the CBQ, inhibitory control, emotional self-regulation, attentional focusing-cognitive control were increased only in the ASD group (p=0,047;p=0,047;p=0,038), while social reactivity and frustration intolerance were decreased only in children with ADHD (p=0,020;p=0,013). Scores in all subscales of the DuPaul questionnaire did not affect the overall improvement of children with ASD after the end of the intervention.
Conclusions: The EF-TRAIN program is a direct executive functions intervention suitable for children with ASD. Children with ASD benefited more compared to children with ADHD, while the co-occurrence of ADHD symptoms did not affect the cognitive and behavioral gains in ASD children.
Main subject category:
Health Sciences
Keywords:
Children, Executive deficits, ASD, ADHD, Executive training, EF-TRAIN program
Number of references:
127
File:
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Διδακτορική Διατριβή.pdf
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