Attention and communication in Rett Syndrome
Communication; Learning; Attention; Rett Syndrome; trajectory; characteristics; alertness
The study of selective attention and its influence on communication in patients with Rett Syndrome (RS), in which communication abilities are impaired is particularly relevant. The aim of this study was to analyse attention and communication abilities in RS. A sample of 20 children (10 girls with RS and 10 control girls, matched on mental age) were tested on both attention and non-verbal communication abilities. Results showed that girls with RS have specific deficits in the ability to attend selectively to the relevant sources of information, and that they pay attention to irrelevant stimuli. Results related to non-verbal communication partially show specific impairment in girls with RS. Educational implications are discussed.
Fabio R A; Antonietti A; Castelli I; Marchetti A
Research in Autism Spectrum Disorders
2009
Article information provided for research and reference use only. PedPalASCNET does not hold any rights over the resource listed here. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/10.1016/j.rasd.2008.07.005" target="_blank" rel="noreferrer noopener">10.1016/j.rasd.2008.07.005</a>
The Increase of Attention in Rett Syndrome: A Pre-Test/Post-Test Research Design
intervention; children; technology; Rehabilitation; girls; Attention process; Psycho-educational; Rett Syndrome; Training; trial; alertness; tone and motor problems; physiological intervention; selective attention training; selective attention
Rett Syndrome (RS) is a neuro-developmental disorder, predominantly affecting females, resulting in severe mental retardation and neuro-behavioral disability. Some RS theoreticians hypothesize that behaviors that are neurologically driven are not open to modification. Despite these claims, the aim of this study is to show that girls with RS can increase high attention abilities through well structured procedures. Twelve girls with RS are involved in training based on the improvement of the attention process and reduction of help needed. The procedure was carried out in five phases with a pre-test/post-test design for clinical research. Results point out that girls with RS show an improvement in selective attention and a decrease in the amount of help needed during the training. This intervention demonstrated that individuals with RS could be promoted and motivated to learn when they were appropriately and therapeutically stimulated.
Fabio R A; Giannatiempo S; Oliva P; Murdaca A M
Journal of Developmental and Physical Disabilities
2011
Article information provided for research and reference use only. PedPalASCNET does not hold any rights over the resource listed here. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/10.1007/s10882-010-9207-z" target="_blank" rel="noreferrer noopener">10.1007/s10882-010-9207-z</a>