2025 年 21 巻 1 号 p. 64-71
Background: Autism spectrum disorder (ASD), a neurodevelopmental condition, is defined by deficits in social communication interaction. Social skills in ASD have been associated with executive functions (EFs), which include working memory (WM).
Objective: This preliminary study investigated the effect of computerized training in logical thinking as an EFs (specifically WM) and social skills intervention via RehaCom on autistic children.
Methods: Participants were eight children diagnosed with ASD (mean age: 7.6 ± 0.6 years) who attended rehabilitation. Intervention effects were measured via Raven's Coloured Progressive Matrices as an intelligence test, questionnaires on ASD characteristics, which included social skills, the Autism Spectrum Quotient (AQ) for children, and a visuo-spatial memory task and digit span memory test (to assess visuo-spatial and verbal WM, respectively) as EFs abilities. The intervention was conducted twice a week for six weeks in two sets of 10 min. Effects were measured pre- and post-intervention and at the six-week follow-up.
Results: No differences were observed in participants' intelligence. Participants' visuo-spatial WM ability improved immediately after training. However, the intervention had no significant effect on verbal WM or ASD characteristics, especially social skills.
Conclusion: Despite the limited participants owing to the preliminary nature of this study, our results suggest that logical thinking training via a computer program is effective for temporarily improving EFs, including visuo-spatial WM, in autistic children.
