1. Fragale CL. Video Modeling Interventions to Improve Play Skills of Children with Autism Spectrum Disorders : A Systematic Literature Review. Review Journal of Autism and Developmental Disorders. 2014 ; 1(3) : 165-78.

Children with autism spectrum disorders (ASD) often experience substantial delays in developing appropriate play skills. Video modeling interventions have been successfully used to teach new skills with this population (Shukla-Mehta et al. in Focus on Autism and Other Developmental Disabilities, 25, 23–36 2010). This paper reviews video modeling studies that included children with an ASD and measured a form of engagement in play as one of the dependent variables. Twenty-two studies (n = 57 children) were identified and divided into two categories : solitary and social play. The results indicated that video modeling is an effective intervention to teach various play-related skills. Similarities across intervention methodology are discussed in order to provide general guidelines for the design and use of video modeling interventions. Maintenance and generalization results are also highlighted. Finally, several areas for future research are considered.

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2. Alzrayer N, Banda DR, Koul RK. Use of iPad/iPods with Individuals with Autism and other Developmental Disabilities : A Meta-analysis of Communication Interventions. Review Journal of Autism and Developmental Disorders. 2014 ; 1(3) : 179-91.

We conducted a meta-analysis to determine the impact of using tablet-based devices on the communication skills of individuals with autism and developmental disabilities. A total of 15 studies were reviewed to determine the effectiveness of the intervention on communication skills. The results showed that tablet-based devices, especially iOS devices (i.e., iPad and iPod Touch) were highly effective in increasing the communication skills of individuals with autism and developmental disabilities. Also, the results provided evidence that several participants were able to continue communicating using the devices and to use them in novel contexts. Furthermore, caregivers have positive perceptions of using iOS-based speech-generating devices for communication skills. Results are discussed and implications for practice and future research are provided.

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3. Hansen SG, Blakely AW, Dolata JK, Raulston T, Machalicek W. Children with Autism in the Inclusive Preschool Classroom : A Systematic Review of Single-Subject Design Interventions on Social Communication Skills. Review Journal of Autism and Developmental Disorders. 2014 ; 1(3) : 192-206.

Changes in legislation have led to an increased push for children with autism spectrum disorder to be educated in classrooms with typically developing peers. This systematic review of the literature between the years of 2005 and 2012 aimed to identify effective interventions to support the children with autism spectrum disorder in the inclusive preschool classroom. Single-subject studies concerning the improvement of social communication skills for children with autism spectrum disorder in inclusive preschools were identified through systematic searches of electronic databases using key terms, journal hand searches, and ancestral searches of identified articles. Data were extracted from the resulting 16 articles to (a) examine rigor of design, (b) evaluate intervention effectiveness using visual analysis and percentage non-overlapping data (PND), and (c) determine evidence-based practices. Results suggest a range of effective interventions to improve the social communication skills for children with autism spectrum disorder in inclusive preschool classrooms. Suggestions for future research are discussed.

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4. Lai WW, Oei TPS. Coping in Parents and Caregivers of Children with Autism Spectrum Disorders (ASD) : a Review. Review Journal of Autism and Developmental Disorders. 2014 ; 1(3) : 207-24.

Parents and caregivers of children with ASD have reported significant stress and challenges in caregiving. However, stress coping research in parents and caregivers of children remains limited. This review attempted to close this gap. For this review, 37 studies investigating the (1) underlying themes, (2) contributing factors, and (3) psychological outcomes of ASD-related parental and caregiver coping, were selected from the literature. Results revealed that the two most useful coping resources, i.e., problem-focused coping (45.9 %) and social support (37.8 %), were supported by parental stress coping studies. Parents’ and caregivers’ use of coping strategies was also influenced by (1) demographical characteristics (i.e., gender, age, education, income, language) and psychological attributes (i.e., personality, cultural values, optimism, sense of coherence, benefit-finding and sense-making abilities, emotional health, coping styles), (2) child characteristics (i.e., age, gender, medical conditions, cognitive and adaptive functioning abilities, language difficulties, and behavior problems) and (2) situational variables (i.e., treatment availability, family function, and clinician referrals to support resources). Finally, methodological limitations in past studies were discussed. This review emphasized the importance of further examination on the coping mechanisms of parents/caregivers of children with ASD.

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5. Carr ME, Moore DW, Anderson A. Goal Setting Interventions : Implications for Participants on the Autism Spectrum. Review Journal of Autism and Developmental Disorders. 2014 ; 1(3) : 225-41.

Single-case research design studies that included a goal setting component in interventions for a broad array of participants engaged in a learner role were reviewed. A systematic search of the empirical literature identified 38 studies that met the inclusion criteria. These studies were evaluated in terms of participant characteristics, who set the goals (self or other), how goals were incorporated into interventions, type of behavior change goal setting was applied to and whether maintenance and generalization of intervention effects was assessed. Results highlight the potential benefits of including a self-set goal component in interventions aimed at assisting participants across the autism spectrum to achieve independent functioning. An agenda is proposed for future research exploring goal setting for this population.

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6. Lin J-D. Medical Care Burden of Children with Autism Spectrum Disorders. Review Journal of Autism and Developmental Disorders. 2014 ; 1(3) : 242-7.

This paper aims to examine health care utilization and expenditure in the provision of medical care to understand the medical care burden of children with autism spectrum disorders based on recent literature reviews. This article reviews the recent literature in Medline, PubMed, and Google by using key terms that are relevant to autism spectrum disorder (ASD) and health care (medical care) utilization, medical care costs, and expenditures. I also hand-searched the reference lists of all of the included articles and recent narrative and systematic reviews related to medical care utilization and the costs of ASD to identify potentially relevant articles. The literature on medical care utilization and expenditures related to ASD highlights the fact that the disorder imposes high medical care burdens on families and on society. It is necessary to initiate appropriate, comprehensive, and accessible medical care services for individuals with ASD, particularly for those with comorbid conditions. Future studies should examine the impact of such improvements in the management of children with ASD on medical care utilization and costs.

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