***TASK*** the task is to summarize an input biomedical literature in six sentences 
    ***INPUT*** the input is a biomedical literature 
    ***OUTPUT*** the output is the summary of an input biomedical literature in six sentences 
    ***DOCUMENTATION*** 
    ***EXAMPLES*** 
    Input: This study evaluated the effects of therapeutic horseback riding on social functioning in children with autism . We hypothesized that participants in the experimental condition ( n = 19 ) , compared to those on the wait-list control ( n = 15 ) , would demonstrate significant improvement in social functioning following a 12-weeks horseback riding intervention .  Autistic children exposed to therapeutic horseback riding exhibited greater sensory seeking , sensory sensitivity , social motivation , and less inattention , distractibility , and sedentary behaviors . The results provide evidence that therapeutic horseback riding may be a viable therapeutic option in treating children with autism spectrum disorders BACKGROUND Unusual reactions to sensory input now form part of the diagnostic criteria for autism . These features are common and can have an often-devastating impact on autistic individuals and their families . Yet there are few vali date d interventions that help to remediate or support autistic individuals ' adverse sensory experiences . To date , both measurement of sensory experiences and the result ing interventions have been based on assumptions of neurological sensitivities and largely ignored the role of cognition . This study therefore sought to assess the feasibility of a new 8-week CBT-based group intervention for self-regulation of sensory processing difficulties . METHOD Seven cognitively able adolescents diagnosed with autism aged 11 - 16 years from one mainstream secondary school received the 8-week intervention . Measures of sensory reactivity , anxiety and repetitive behaviours were taken at baseline , post-intervention and follow-up , 8 weeks after the intervention had ceased . Semi-structured interviews and focus groups were also conducted with adolescents and their parents to examine further the acceptability of the intervention . RESULTS The results showed that the intervention itself was feasible - both in its implementation and its acceptability to participants . Qualitative analysis clearly showed that the intervention was effective in raising meta-conscious awareness and self-regulation in these autistic adolescents . Analysis of outcome variables showed no significant change over the intervention period , although effect sizes were moderate-to-large . CONCLUSIONS These preliminary results are encouraging and should inform the design of a future pilot r and omized controlled trial to test its efficacy with a larger group of participants ABSTRACT A multiple baseline across participants design was used to evaluate the effects of Social Stories to help preschool-aged children with characteristics of Autism Spectrum Disorders ( ASD ) increase their engagement in functional behaviors and use sensory integrative-based strategies to promote self-regulation . Three children , 3–5 years old , from a self-contained preschool classroom were selected to participate in the study . The intervention package included reading individualized Social Stories that discussed desired behaviors and self-regulation strategies . The research ers measured the percentage of intervals in which participants engaged in desired behaviors . The frequency of desired behaviors increased for all participants . The use of self-regulation strategies varied across participants . These findings suggest that the intervention was successful in increasing desired behaviors of the three children . Further research is recommended on the effectiveness of embedding sensory integrative strategies into Social Stories . Practitioners may consider the use of Social Stories as a tool to increase independence and encourage self-regulated behaviors in children with characteristics of ASD 
    Output:
    
Synthesis of the articles suggests that self‐regulation ( e.g. , sensory processing , emotional regulation , executive functioning , social function ) improved with cognitive and occupation‐based interventions .