Training high-functioning children with ASD in solving conceptual analogies with a neurofeedback-based protocol

Abstract

AbstractPurpose This study examined whether solving abstract analogies based on a neurofeedback procedure usingBrain-Computer-Interface(BCI) can improve the capability of abstract analogical reasoning in high-functioning children with ASD. Method 57 higher-functioning children with ASD, aged 6–9, participated in the study. They were familiar with basic abstract analogies. We randomly divided them into three groups: 18 practiced analogies using a BCI protocol we developed, 19 studied analogies with a tablet or a laptop (multimedia interfaces), and 20 others served as the control group and did not practice analogies. Results We found that practicing conceptual analogies using multimedia and BCI improved children’s achievements in learning conceptual analogies. The group that used the BCI showed the most significant improvement in their “spoken language ability” category and specifically in the sub-domains named ‘difference,’ ‘categories,’ and ‘descriptions.’ The group that practiced analogies with multimedia interfaces showed the most significant improvement in their “spoken language ability” in a sub-domain named ‘similarity.’ Conclusion This study may draw implications for learning conceptual analogies through BCI and MI. As the research indicates, practicing using these means improves the achievements of children with ASD in their ability to reason conceptual analogies and their ability to improve speech/spoken language.