000119701 001__ 119701
000119701 005__ 20240319081014.0
000119701 0247_ $$2doi$$a10.3390/children9091294
000119701 0248_ $$2sideral$$a129857
000119701 037__ $$aART-2022-129857
000119701 041__ $$aeng
000119701 100__ $$0(orcid)0000-0001-8471-9415$$aEscolano-Pérez, Elena$$uUniversidad de Zaragoza
000119701 245__ $$aEvaluating in the Real-World Educational Intervention to Improve Interference Control in Children with Autism Spectrum Disorder
000119701 260__ $$c2022
000119701 5060_ $$aAccess copy available to the general public$$fUnrestricted
000119701 5203_ $$aChildren 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.
000119701 536__ $$9info:eu-repo/grantAgreement/ES/DGA/S49-20R$$9info:eu-repo/grantAgreement/ES/MCIU-AEI-FEDER/PGC2018-098742-B-C31
000119701 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttp://creativecommons.org/licenses/by/3.0/es/
000119701 590__ $$a2.4$$b2022
000119701 592__ $$a0.504$$b2022
000119701 591__ $$aPEDIATRICS$$b58 / 130 = 0.446$$c2022$$dQ2$$eT2
000119701 593__ $$aPediatrics, Perinatology and Child Health$$c2022$$dQ2
000119701 594__ $$a2.0$$b2022
000119701 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000119701 700__ $$0(orcid)0000-0002-6190-245X$$aAcero-Ferrero, Marian$$uUniversidad de Zaragoza
000119701 7102_ $$14009$$2735$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Psicolog.Evolut.Educac
000119701 773__ $$g9, 9 (2022), 1294 [23 pp.]$$pChildren (Basel)$$tChildren$$x2227-9067
000119701 8564_ $$s395859$$uhttps://zaguan.unizar.es/record/119701/files/texto_completo.pdf$$yVersión publicada
000119701 8564_ $$s2751675$$uhttps://zaguan.unizar.es/record/119701/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000119701 909CO $$ooai:zaguan.unizar.es:119701$$particulos$$pdriver
000119701 951__ $$a2024-03-18-15:25:01
000119701 980__ $$aARTICLE