Autism spectrum disorders are characterized by executive dysfunction, which is contributing to ASD

symptomatology and social skill. Working memory comprises one core component of executive function

and recent evidence shows that working memory is impaired in individuals with ASD and interventions

related working memory may have implications in these individuals. Working memory training in

children and adolescents with ASD demonstrates evidence in improving executive functions and social

communication. Dual n-back task as a frequently used computerized cognitive training in research,

involves both spatial and verbal WM with combination of maintenance and manipulation. Trainingrelated

improvement has been reported in untrained WM tasks, fluid intelligence and emotional

cognitive control in healthy individuals. However, the evidence of the effects of dual n-back training in

ASD individuals remains unclear. The objective of this study is to investigate the near and far transfer

effects of dual n-back training in children and adolescents with autism spectrum disorder.