1. Fletcher-Watson S. A Targeted Review of Computer-Assisted Learning for People with Autism Spectrum Disorder : Towards a Consistent Methodology. Review Journal of Autism and Developmental Disorders. 2014 ; 1(2) : 87-100.

Computer-assisted learning is an approach which has been used widely to support people with autism spectrum disorders. Commercial and research-driven technologies continue to be produced at a rapid rate, particularly mobile device applications. However, the field lacks a consistent, evidence-based methodology for design, implementation and evaluation of these technologies. This review collates published evidence for the value of CAL in autism education and therapy, with a specific view to identifying best practice in design, implementation and evaluation. The future of research in CAL for autism is considered including the need for relevant theoretical underpinnings, and appropriate responses from researchers and practitioners to novel technologies.

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2. Mannion A, Leader G. Sleep Problems in Autism Spectrum Disorder : A Literature Review. Review Journal of Autism and Developmental Disorders. 2014 ; 1(2) : 101-9.

The purpose of this literature review is to provide an overview of the research on sleep problems in autism spectrum disorder. Topics explored are the prevalence of sleep problems, the importance of studying sleep problems, as well as the objective and subjective measures used to measure sleep. Research on the relationships between sleep problems and parental stress and psychological distress, developmental regression, language and communication, adaptive behavior, autism severity, challenging behavior, comorbid psychopathology, attention deficit/hyperactivity disorder, gastrointestinal symptoms, epilepsy, and sensory issues is also discussed. Age-related variations in sleep problems are also examined. Finally, recommendations for treatment are given as well as areas where future research is needed.

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3. Sng CY, Carter M, Stephenson J. A Review of Video Modelling and Scripts in Teaching Conversational Skills to Individuals with Autism Spectrum Disorders. Review Journal of Autism and Developmental Disorders. 2014 ; 1(2) : 110-23.

Individuals with autism spectrum disorders (ASD) have difficulties acquiring social skills without direct intervention. This article provides a review of research on the use of video modelling and scripts to improve the verbal conversational skills of individuals with ASD. The studies reviewed included participants with a diagnosis of ASD and reported empirical data on some aspect of verbal conversation. Percentage of non-overlapping data and percentage exceeding the mean metrics were calculated for each study and compared. Maintenance and generalisation data were also extracted. The results suggest that scripted interventions may be as effective as video modelling interventions and audio scripts may be more effective than visual scripts. Most studies focussed on relatively simple aspects of conversation such as initiating or responding. Nevertheless, the body of research is limited and further studies are needed to clarify these findings. Recommendations for future research and the limitations of this review are discussed.

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4. Mannion A, Brahm M, Leader G. Comorbid Psychopathology in Autism Spectrum Disorder. Review Journal of Autism and Developmental Disorders. 2014 ; 1(2) : 124-34.

Matson and Nebel-Schwalm (Research in Developmental Disabilities 28(4) 341-352, 2007) conducted an overview of comorbid psychopathology with autism spectrum disorder (ASD) in children. The purpose of the current paper is to expand on Matson and Nebel-Schwalm (Research in Developmental Disabilities 28(4) 341-352, 2007) by discussing the relationship between comorbid psychopathology in ASD and other variables. The current paper will include research across the lifespan, from babies and toddlers to children, adolescents, and adults. Topics explored are the prevalence of comorbid psychological disorders, the importance of studying comorbid psychopathology, as well as the measures used to assess comorbid psychopathology in ASD. Research on the relationships between comorbid psychopathology in ASD and parental and sibling stress and well-being, developmental regression, language and communication, adaptive behavior, social skills, autism severity, challenging behavior, gastrointestinal symptoms, sleep problems, epilepsy, sensory issues, and quality of life is also discussed. Age-related variations in comorbid psychopathology are also examined. Finally, recommendations for treatment are given as well as areas where future research is needed.

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5. Bene K, Banda DR, Brown D. A Meta-analysis of Peer-Mediated Instructional Arrangements and Autism. Review Journal of Autism and Developmental Disorders. 2014 ; 1(2) : 135-42.

We conducted a meta-analysis of 13 instructional arrangement studies that were conducted with children with autism spectrum disorders to improve academic and social communication skills and behavior. Results across the studies indicate that peer-mediated instructional arrangement is a robust method for teaching and improving various academic and other related skills—communication and social. Peer-mediated instructional arrangement strategies also facilitated maintenance and generalization of learned skills in half of the reviewed studies. We discuss the results and make suggestions for future researchers and practitioners.

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6. Mulligan S, Healy O, Lydon S, Moran L, Foody C. An Analysis of Treatment Efficacy for Stereotyped and Repetitive Behaviors in Autism. Review Journal of Autism and Developmental Disorders. 2014 ; 1(2) : 143-64.

Stereotyped, repetitive, ritualistic, obsessive, and compulsive behaviors are a common feature for many individuals with autism, and multiple topographies of such behavior exist. Previous reviews have discussed treatments for stereotypy and repetitive behaviors ; however, to date, none have systematically evaluated the efficacy of such treatments. An abundance of treatments based on the principles of applied behavior analysis exist within the literature ; however, many assume that stereotypy is maintained by automatic reinforcement. The current review aimed to evaluate the efficacy of treatments for stereotypy across disciplines including behavioral, pharmacological, and sensory-based therapies. Furthermore, this review compares the efficacy of function-based and nonfunction-based treatments for stereotypy.

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