1. Verschuur R, Didden R, Lang R, Sigafoos J, Huskens B. Pivotal Response Treatment for Children with Autism Spectrum Disorders : A Systematic Review. Review Journal of Autism and Developmental Disorders. 2014 ; 1(1) : 34-61.

Intervention studies evaluating pivotal response treatment (PRT) were systematically identified and analyzed. Forty-three studies were summarized in terms of (a) participant characteristics, (b) dependent variables, (c) intervention procedures, (d) intervention outcomes, and (e) certainty of evidence. The majority of the reviewed studies (56.4 %) had serious methodological limitations. However, the reviewed studies that provided conclusive or preponderant evidence (43.6 %) indicated that PRT results in increases in self-initiations and collateral improvements in communication and language, play skills, affect and reductions in maladaptive behavior for a number of children. Furthermore, the reviewed studies suggested that the majority of caregivers and staff members were able to implement PRT techniques, but evidence for collateral improvements in caregivers’ and staff members’ behaviors remains sparse. Implications for future research are discussed.

Lien vers le texte intégral (Open Access ou abonnement)

2. Sturmey P, Dalfern S. The Effects of DSM5 Autism Diagnostic Criteria on Number of Individuals Diagnosed with Autism Spectrum Disorders : A Systematic Review. Review Journal of Autism and Developmental Disorders. 2014 ; 1(4) : 249-52.

A systematic review of empirical papers comparing the application of DSM-IV and DSM5 diagnostic criteria for Autism Spectrum Disorders identified 12 papers. The application of DSM5 diagnostic criteria resulted in an approximately one third reduction in Autism Spectrum Disorders. The reduction was approximately two thirds for mild forms of Autism. The implications for practice and research are discussed.

Lien vers le texte intégral (Open Access ou abonnement)

3. Sturmey P, Dalfen S. Erratum to : The Effects of DSM5 Autism Diagnostic Criteria on Number of Individuals Diagnosed with Autism Spectrum Disorders : A Systematic Review. Review Journal of Autism and Developmental Disorders. 2014 ; 1(4) : 253-.

Lien vers le texte intégral (Open Access ou abonnement)

4. Miller A, Vernon T, Wu V, Russo K. Social Skill Group Interventions for Adolescents with Autism Spectrum Disorders : a Systematic Review. Review Journal of Autism and Developmental Disorders. 2014 ; 1(4) : 254-65.

This article reviews the available literature on group-based social skills interventions for adolescents with autism. Forty-four studies were identified that were published in peer-reviewed journals. While each identified treatment utilized a group format, there was significant heterogeneity among the implemented procedures and evaluative methods. Studies were compared on a number of dimensions, and trends in the field were identified. The findings suggest that there is significant evidence for the usefulness of social skills groups as an intervention for adolescents with autism, and the evidence base is rapidly growing. In addition to a summary of the existing literature, recommendations for areas of future research are identified.

Lien vers le texte intégral (Open Access ou abonnement)

5. Walsh L, Lydon S, Healy O. Employment and Vocational Skills Among Individuals with Autism Spectrum Disorder : Predictors, Impact, and Interventions. Review Journal of Autism and Developmental Disorders. 2014 ; 1(4) : 266-75.

Much research has been devoted to early intervention for individuals with autism spectrum disorder (ASD), with a lesser emphasis on research examining the outcomes for, or support of, these individuals as they reach employment age. Historically, employment opportunities for individuals with ASD have been limited. The current literature review sought to investigate the existing predictors and impact of employment or vocational placements among persons with ASD. Interventions described in the literature to teach individuals with ASD employment or vocational skills were also assessed. A total of 26 studies were reviewed, and results indicate that there is limited extant research on employment and vocational skills among individuals with ASD. However, it was found that employment positively impacted on the quality of life, cognitive functioning, and well-being of participants with ASD. Predictors of employment were found to be a complex interplay of personal and external factors. All interventional studies reported improvements in the vocational skills targeted, although a limited range of skills have been taught across these studies. The implications of these findings for individuals with ASD and future research in this area are discussed.

Lien vers le texte intégral (Open Access ou abonnement)

6. Romanczyk RG, Callahan EH, Turner LB, Cavalari RNS. Efficacy of Behavioral Interventions for Young Children with Autism Spectrum Disorders : Public Policy, the Evidence Base, and Implementation Parameters. Review Journal of Autism and Developmental Disorders. 2014 ; 1(4) : 276-326.

The complex and extensive deficits associated with Autism Spectrum Disorders, in concert with the substantial increase in prevalence over the last three decades, combine to present a challenge to individuals, families, communities, and government that has few parallels. This challenge is complicated by debate among service providers concerning appropriate treatment approaches and the evidence for efficacy. Within this backdrop, numerous healthcare reform initiatives have included coverage for Autism Spectrum Disorders, both enhancing and complicating the role of public education in the mix of provision of appropriate services. Basic principles of limited resources and expenditure accountability require that standards of care and evidence-based procedures be established and agreed upon. While this approach is common in health insurance policies and procedures, it is less so in public education. The purpose of this review is to provide impetus toward guidelines for comprehensive treatment services, as well as individual skill/behavior interventions, with respect to required service provider characteristics, setting, and “dosage” (number of hours per week for a designated time period). Quantitative analysis will permit progress in review panel deliberation for both insurance reimbursement and public services allocation by having appropriate comparisons with which to evaluate progress reported versus progress expected given the specific intervention program being provided.

Lien vers le texte intégral (Open Access ou abonnement)

7. Rueda P, Fernández-Berrocal P, Schonert-Reichl KA. Empathic Abilities and Theory of Mind in Adolescents with Asperger Syndrome : Insights from the Twenty-First Century. Review Journal of Autism and Developmental Disorders. 2014 ; 1(4) : 327-43.

It has been proposed in the literature that there exists a dissociation between the cognitive and the affective components of empathy among individuals with autism spectrum disorders, among them, Asperger syndrome (AS). The existing results, however, show mixed results. This literature review aims to shed some light on this field by reviewing studies on empathy and theory of mind (ToM ; which is a basic requirement towards cognitive empathy) in adolescents with AS. Whereas it seems clear that ToM is impaired, but not absent in this population, the deficit in empathy appears as either specific or global to the cognitive component of empathy, depending on whether the measures used are performance or self-report measures, respectively. This literature review is the first of its kind because it is focused on quantitative data obtained using measures of both empathy and ToM. Limitations of the current evidence and future recommendations are discussed.

Lien vers le texte intégral (Open Access ou abonnement)

8. Sorensen C, Zarrett N. Benefits of Physical Activity for Adolescents with Autism Spectrum Disorders : A Comprehensive Review. Review Journal of Autism and Developmental Disorders. 2014 ; 1(4) : 344-53.

Research demonstrates substantial health benefits of physical activity (PA), especially moderate to vigorous physical activity (MVPA). Several studies suggest that MVPA may be especially beneficial to children with autism spectrum disorders (ASD) including improved physiological, cognitive, psychological, and behavioral functioning. However, few PA-based interventions have targeted adolescents with ASD, when PA rates are shown to decline significantly, primarily focusing instead on children with ASD. Furthermore, these studies have varied significantly in methodological rigor, making it difficult to disentangle consistent findings of effective intervention. Given that a majority of adolescents with ASD fail to meet national recommendations for daily PA and demonstrate lower rates of PA relative to their nondisabled peers, identifying effective interventions for this population is needed. The purpose of this systematic review was to collect and synthesize evidence from the studies of PA-based interventions for adolescents with ASD (N = 19) to identify benefits of PA and effective strategies for increasing PA in adolescents with ASD. The strongest empirical support for the benefits of PA was identified for self-regulation, health, and motor skills, while evidence remains limited or absent for benefits related to improvements to cognitive, language, and sensorimotor functioning. Highly effective intervention mechanisms identified included prompting, modeling, praise, and structured teaching.

Lien vers le texte intégral (Open Access ou abonnement)

9. Gorini F, Muratori F, Morales MA. The Role of Heavy Metal Pollution in Neurobehavioral Disorders : a Focus on Autism. Review Journal of Autism and Developmental Disorders. 2014 ; 1(4) : 354-72.

An increasing evidence supports the role of industrial chemicals as contributors to the development of neurobehavioral disorders, including autism spectrum disorders, whose prevalence has progressively increased in recent years. Heavy metals, in particular, are recognized as neurodevelopmental toxins since they can be responsible of fetal damages which lead to neurological defects, developmental delays, learning disabilities and behavioral abnormalities. Most of the reviewed studies reported a relationship between exposure to metals during perinatal and early childhood periods and increased risk for autism. Moreover, the effects resulting from co-exposure to multiple metals should not be underestimated, especially in the assessment of children who live in developing countries or near heavily contaminated sites.

Lien vers le texte intégral (Open Access ou abonnement)

10. Kylliäinen A, Jones EJH, Gomot M, Warreyn P, Falck-Ytter T. Practical Guidelines for Studying Young Children With Autism Spectrum Disorder in Psychophysiological Experiments. Review Journal of Autism and Developmental Disorders. 2014 ; 1(4) : 373-86.

Understanding neurocognitive mechanisms in children with autism spectrum disorder (ASD) is an essential goal of autism research. Studying young children with ASD or other neurodevelopmental conditions in demanding experimental settings, however, can pose many practical and ethical challenges. In this article, we present practical strategies that facilitate data acquisition from psychophysiological experiments involving young children with ASD. We focus on a range of common, non-invasive technologies including EEG, MEG, eye tracking as well as some common measures of physiological arousal. Topics have been divided according to the chronological order of the experimental procedure : (a) design, (b) preparing for the measurement visit, (c) conducting the experiment and (d) the data handling. A key theme in the proposed guidelines is the difficulty in balancing the procedural adaptations necessary to facilitate participation of children with ASD, and maintaining standardisation for all participating children.

Lien vers le texte intégral (Open Access ou abonnement)