Review Journal of Autism and Developmental Disorders - 5-4 - Décembre 2018

jeudi 27 décembre 2018

1. Alresheed F, Machalicek W, Sanford A, Bano C. Academic and Related Skills Interventions for Autism : a 20-Year Systematic Review of Single-Case Research. Review Journal of Autism and Developmental Disorders. 2018 ; 5(4) : 311-26.

This systematic literature review examines single-case intervention research targeting academic and related skills for children with autism spectrum disorder (ASD) in school settings. Fifty-four studies published between 1995 and 2014 met inclusion criteria. Tau-U was calculated for each study to examine the effectiveness of interventions. The mean score across all the studies was high (M Tau-U = 0.78), but ranged from weak to very high with scores between 0.15 and 1.00. The analysis demonstrated that school-based interventions were generally effective at improving the academic and related skills of students with ASD. The authors summarized some critical gaps in the research, and reviewed the quality of the research designs.

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2. Ehsan H, Rispoli M, Lory C, Gregori E. A Systematic Review of STEM Instruction with Students with Autism Spectrum Disorders. Review Journal of Autism and Developmental Disorders. 2018 ; 5(4) : 327-48.

Individuals with autism spectrum disorder (ASD) often require differentiated strategies to access academic content. Hence, research-based interventions to support STEM (Science, Mathematics, Technology, and Engineering) education for individuals with ASD are necessary to guide implementation. This review serves to (a) summarize studies that investigated the effects of STEM interventions for students with ASD ranging from ages 5 to 25 years, (b) provide recommendations to educators for teaching STEM to students with ASD, and (c) identify gaps for future research. Forty-four studies were synthesized and categorized based on STEM area. This review highlights promising instructional interventions in science and mathematics and recognizes the need for more literature on technology and engineering instruction. Implications for research and practice are discussed.

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3. Grennan S, Mannion A, Leader G. Gelotophobia and High-Functioning Autism Spectrum Disorder. Review Journal of Autism and Developmental Disorders. 2018 ; 5(4) : 349-59.

Gelotophobia can be defined as the fear of being laughed at or ridiculed. The aim of the current literature review is to present a synthesis of the literature on gelotophobia and the link between high-functioning autism spectrum disorder (hfASD) and gelotophobia. It will also give an overview of the literature regarding the variables hypothesised to be affected by the presence of gelotophobic symptoms in individuals with hfASD, namely social functioning, perceived social support and overall quality of life. Topics explored are defining the characteristics of gelotophobia, conceptualisation and measurement implications of gelotophobia, the aetiology and consequences of gelotophobia, analysing the social competence of gelotophobes and assessing the literature on the presence of gelotophobia in a hfASD sample. The characteristics of hfASD will be discussed. Research on hfASD and its relationship with other variables is also investigated, including comorbid psychopathology, perceived social support, social functioning, shame-bound emotions and overall quality of life. The current review will place an emphasis on research conducted on an adult population of individuals with hfASD. Given the limited research in the area, more research is needed to better understand the relationship between gelotophobia and bullying, social functioning, perceived social support, comorbid psychopathology and quality of life in individuals with hfASD. In conclusion, experts in the area of gelotophobia need to expand their research to include individuals with hfASD, and autism researchers need to be aware of gelotophobia and to incorporate gelotophobia as a potential comorbidity into their research.

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4. Muharib R, Wood CL. Evaluation of the Empirical Support of Functional Communication Training for Children with Autism Spectrum Disorders. Review Journal of Autism and Developmental Disorders. 2018 ; 5(4) : 360-9.

Functional communication training (FCT) typically consists of determining the function(s) of challenging behaviors and teaching the child an appropriate communicative behavior that serves the same function. This review used quality indicators to evaluate FCT studies and determine the level of evidence for children with autism spectrum disorder (ASD) from birth to 8. Based on the authors’ evaluation of six studies located from a previous review, FCT showed potential as an evidence-based practice. After evaluating nine more studies located from literature searches, a moderate level of evidence was established for FCT for children with ASD from birth to 8. Implications for research and practice are discussed.

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5. Menezes M, Robinson L, Sanchez MJ, Cook B. Depression in Youth with Autism Spectrum Disorders : a Systematic Review of Studies Published Between 2012 and 2016. Review Journal of Autism and Developmental Disorders. 2018 ; 5(4) : 370-89.

Depression has long been a clinical concern in youth with autism, yet systematic research examining its prevalence, presentation, and treatment has only begun to emerge more recently. Using the search terms autism, asd, or autistic and depression, depressive, dysthymia, or dysthymic, this systematic review identified 43 articles focused on symptoms of depression in children and adolescents with autism spectrum disorders published between 2012 and 2016. The results of the review indicate that depression is more common in youth with autism spectrum disorders than in typically developing youth and is associated with a multitude of other medical and psychiatric conditions. Unfortunately, few intervention studies have been conducted despite evidence of need and preliminary efficacy for some psychosocial and pharmacological treatments.

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6. Engstrand RZ, Klang N, Hirvikoski T, Westling Allodi M, Roll-Pettersson L. Reporting of Cultural Factors in Autism Research Publications in Sweden : Application of the GAP-REACH Checklist. Review Journal of Autism and Developmental Disorders. 2018 ; 5(4) : 390-407.

Systematic reporting of cultural variables in research publications is important to address disparities in diagnostics and treatment for children with ASD from diverse backgrounds. The present review examined reporting of cultural factors in ASD publications in the Swedish research context by using the GAP-REACH checklist developed by the Cultural Committee of the Group for the Advancement of Psychiatry. Thirty peer-reviewed articles published in English between 2013 and 2015 met inclusion criteria. Depending on research designs, 46% of the reviewed studies defined cultural factors using various proxies for ethnicity to describe study participants ; none of the studies used the “race” variable ; 23.3% provided rationale for inclusion of cultural factors. The checklist in its modified form is applicable within the Swedish context.

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7. Venturini E, Parsons TD. Virtual Environments for Assessment of Social Exclusion in Autism : a Systematic Review. Review Journal of Autism and Developmental Disorders. 2018 ; 5(4) : 408-21.

This review aims to identify and systematically evaluate the use of virtual assessments of social exclusion in persons with autism spectrum disorders (ASD). The authors screened articles for inclusion in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) guidelines. Ten peer-reviewed studies were reviewed to understand the current status of empirically based evidence of social exclusion in persons with ASD. Most studies used self-report questionnaires to assess affect, mood, and distress following simulated social interactions using the Cyberball game. Five studies used neuroimaging to identify neural correlates of social exclusion. Results reveal differences between persons with ASD and typically developing participants. Some discrepancy was noted between self-reports and the brain responses from persons with ASD.

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