Review Journal of Autism and Developmental Disorders - 6-2 - Juin 2019

jeudi 23 mai 2019

1. Goldman SE, Burke MM. The Perceptions of School Involvement of Parents of Students with Autism Spectrum Disorders : a Systematic Literature Review. Review Journal of Autism and Developmental Disorders. 2019 ; 6(2) : p.109-27.

Several different types of parent involvement with schools have been identified in the special education and general education literature, including (a) advocacy, (b) collaborative partnership, (c) home-school communication, and (d) school-based participation. However, it is unclear which types of involvement are addressed in the literature and how parents of children with autism spectrum disorders perceive these types of school involvement. In this systematic literature review, we synthesized this body of literature, which consisted of 37 studies published from 2001 to 2017. Authors addressed all four types of parent involvement using a range of measures, most frequently addressing home-school communication. Limitations and implications for research and practice are discussed, including the importance of collecting and reporting on the characteristics of survey respondents and identifying and validating common measures across studies.

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2. Hyde KK, Novack MN, LaHaye N, Parlett-Pelleriti C, Anden R, Dixon DR, Linstead E. Applications of Supervised Machine Learning in Autism Spectrum Disorder Research : a Review. Review Journal of Autism and Developmental Disorders. 2019 ; 6(2) : p.128-46.

Autism spectrum disorder (ASD) research has yet to leverage “big data” on the same scale as other fields ; however, advancements in easy, affordable data collection and analysis may soon make this a reality. Indeed, there has been a notable increase in research literature evaluating the effectiveness of machine learning for diagnosing ASD, exploring its genetic underpinnings, and designing effective interventions. This paper provides a comprehensive review of 45 papers utilizing supervised machine learning in ASD, including algorithms for classification and text analysis. The goal of the paper is to identify and describe supervised machine learning trends in ASD literature as well as inform and guide researchers interested in expanding the body of clinically, computationally, and statistically sound approaches for mining ASD data.

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3. Hughes EM, Yakubova G. Addressing the Mathematics Gap for Students with ASD : an Evidence-Based Systematic Review of Video-Based Mathematics Interventions. Review Journal of Autism and Developmental Disorders. 2019 ; 6(2) : p.147-58.

This systematic review of literature synthesizes research on video-based instruction (VBI) to teach mathematics to students with autism spectrum disorder (ASD). Eleven studies, including gray literature, were included in the synthesis resulting in data analysis of performance from 29 participants. To better align with transparent reporting guidelines of PRISMA (Moher et al., PLoS Medicine 6(7), 2009), we synthesize information regarding participants, intervention outcomes, and study design. Effects of student and study-level outcomes are presented in non-overlapping data (PND) and improvement rate difference (IRD). Findings show VBI has considerable support for positive effects across types of VBI, student characteristics, and mathematical concepts. Effective interventions incorporated academic and behavioral components with evidence base. With six studies demonstrating strong evidence, 16 individual cases of effect, and research spanning at least three research teams and research locations, results indicate that VBI meets minimum evidence set forth by Reichow et al., (Journal of Autism and Developmental Disorders 38:1311–1319, 2008) to be an established evidence-based practice to teach mathematics to students with ASD.

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4. Colombo-Dougovito AM, Block ME. Fundamental Motor Skill Interventions for Children and Adolescents on the Autism Spectrum : a Literature Review. Review Journal of Autism and Developmental Disorders. 2019 ; 6(2) : p.159-71.

In addition to the core characteristics of ASD, recent research has demonstrated that children on the autism spectrum develop motor skills differently, often delayed, compared with peers. Motor skill interventions can help improve motor skills, which in turn can increase the likelihood of participating in physical activity (PA) and potential to build social skills. However, research in this area is limited. A search of several prominent databases revealed a total of five empirical studies focused on building gross motor skills for children on the autism spectrum. Although the reviewed studies varied in the delivery and focus of intervention, overall, the reviewed studies suggest a positive effect from any intervention for children on the autism spectrum. Further research in this area is necessary to better understand the most effective means of delivering a motor skill intervention.

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5. Gunning C, Holloway J, Fee B, Breathnach Ó, Bergin CM, Greene I, Ní Bheoláin R. A Systematic Review of Generalization and Maintenance Outcomes of Social Skills Intervention for Preschool Children with Autism Spectrum Disorder. Review Journal of Autism and Developmental Disorders. 2019 ; 6(2) : p.172-99.

Generalization and maintenance of intervention outcomes are of paramount importance in achieving socially significant outcomes within applied behavior analysis. Social skills interventions for young children with autism spectrum disorders (ASD) are widely represented within the empirical literature ; however, generalization and maintenance outcomes are often under reported. While recognition of the importance of generalization and maintenance is increasing, there is a lack of research systematically evaluating these outcomes and the factors that support successful generalization and maintenance. The current review aimed to investigate the status of generalization and maintenance within the social skills intervention literature for preschool age children with ASD. A total of 57 studies which measured generalization and/or maintenance of social skills intervention outcomes were included in the current review and evaluated regarding generalization and maintenance data collection and assessment, generalization-promotion strategies employed, generalization and maintenance outcomes, and factors posited to influence these outcomes.

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6. Boles M, Ganz J, Hagan-Burke S, Hong ER, Neely LC, Davis JL, Zhang D. Effective Interventions in Teaching Employment Skills to Individuals with Developmental Disabilities : A Single-Case Meta-analysis. Review Journal of Autism and Developmental Disorders. 2019 ; 6(2) : p.200-15.

This meta-analysis analyzed 39 studies that met the inclusion criteria for employment-related interventions for individuals with developmental disabilities. Each experiment included in this analysis either met or met with reservations all of the basic design standards (Kratochwill et al. 2010, 2013). Tau-U effect sizes were calculated for each A–B contrast extracted from the included experiments, and moderator analyses were conducted for dependent variables, participant characteristics, setting characteristics, and implementer characteristics for all video modeling interventions. Moderate to strong effects were seen across almost all moderator levels, and few significant differences were determined between the levels. According to overall effect sizes, all interventions were effective, but video modeling interventions were considered not only to be effective but also evidence-based interventions in teaching employment skills to individuals with developmental disabilities.

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7. Nicholas DB, Orjasaeter JD, Zwaigenbaum L. Considering Methodological Accommodation to the Diversity of ASD : A Realist Synthesis Review of Data Collection Methods for Examining First-Person Experiences. Review Journal of Autism and Developmental Disorders. 2019 ; 6(2) : p.216-32.

Drawing on a realist synthesis approach, this review identified qualitative data collection approaches that inform “first-person” lived experience in autism spectrum disorder (ASD) across phenotypic expression. It further drew upon methodologic approaches used in other conditions that similarly represent individuals with impaired verbal expression. The aim of this realist synthesis approach was to identify methods with relevance to participants across the autism spectrum. Methods that emerged for eliciting first-hand perspectives consisted of photovoice, Talking Mats, “deep assessment,” SenseCam, and TimeSlips. Applying these methodologies in ASD has the potential to advance knowledge about the quality of life, priorities and needs of people with ASD, and advanced qualitative approaches beyond methods that are not inclusive of cognitive and expressive diversity.

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8. Larwin KH, Aspiranti KB. Measuring the Academic Outcomes of iPads for Students with Autism : a Meta-Analysis. Review Journal of Autism and Developmental Disorders. 2019 ; 6(2) : p.233-41.

The ability for individualization and the wide array of available apps have made portable electronic devices popular for use with students with autism, particularly in the classroom. The current study examined the effectiveness of using iPads to deliver academic interventions to students with autism. Seven studies using iPads with single-case deigns and small samples were analyzed through both Tau-U and hierarchical linear modeling (HLM) techniques. Analysis of potential moderating variables indicated no significant differences across academic subject, grade of participants, or number of sessions. However, the HLM analyses revealed a significant difference for the introduction of the intervention. Discussion focuses on the use of iPads for academic interventions for students with autism and recommendations for practitioners.

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