Review Journal of Autism and Developmental Disorders – 10-1 – March 2023
1. Monahan J, Freedman B, Pini K, Lloyd R. Autistic Input in Social Skills Interventions for Young Adults: a Systematic Review of the Literature. Review Journal of Autism and Developmental Disorders;2023 (2023/03/01);10(1):1-21.
There has been a recent increase in research on social skills interventions for young adults on the autism spectrum. However, little is known about how autistic adults inform the design and measurement of these interventions. In this systematic literature review, 26 studies published over the past 20 + years were examined following a comprehensive search. The relative effectiveness of these interventions was mixed. Less than half of the studies described an intentional process for collecting feedback from participants, and only four sought input when designing the intervention. Implications for the lack of autistic input are discussed, as well as the potential consequences of heavily relying on parent/caregiver reports for an adult population. Recommendations are made for future research and practice related to enhancing the social validity of social skills interventions for autistic adults by including them in developing and evaluating interventions.
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2. Chen BB, Yakubova G. Evaluating the Effects of Video-Based Intervention to Teach Vocational Skills to Transition-Age Youth with Autism Spectrum Disorder: an Evidence-Based Systematic Review. Review Journal of Autism and Developmental Disorders;2023 (2023/03/01);10(1):22-37.
Even compared with students with other disabilities, students with autism spectrum disorder (ASD) often experience poor postsecondary employment outcomes. Video-based intervention (VBI) has been effective in teaching a variety of skills to students with ASD, but there has yet to be a quantitative synthesis evaluating its effectiveness to teach vocational skills specifically. Therefore, the aim of this synthesis was to empirically evaluate the effectiveness of VBI to teach vocational skills to transition-age youth with ASD. This review analyzed 22 studies using design standards, quality indicators, visual analysis, success estimates, and Tau-U effect sizes. The findings indicate that VBI is effective in teaching employable skills to this population, but further diversification of skills, student demographics, and authentic implementation contexts is needed.
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3. Ogawa Y, Itani O, Jike M, Watanabe N. Psychosocial Interventions for Employment of Individuals with Autism Spectrum Disorder: a Systematic Review and Meta-analysis of Randomized Clinical Trials. Review Journal of Autism and Developmental Disorders;2023 (2023/03/01);10(1):38-50.
This study aimed to provide an updated and comprehensive review of the efficacy of psychosocial interventions for the employability of individuals with autism spectrum disorder (ASD). Ten studies (423 participants) were identified in the literature. Compared to control groups, the proportion of those who could work was significantly higher among those who had participated in employment support programs and higher, but not significantly, among those who had received communication skills training. The communication skills training group had an improved communication score on employment. This systematic review showed that psychosocial interventions could increase the number of individuals with ASD who are employable and improve their communication skills for employment.
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4. O’Keeffe C, McNally S. A Systematic Review of Play-Based Interventions Targeting the Social Communication Skills of Children with Autism Spectrum Disorder in Educational Contexts. Review Journal of Autism and Developmental Disorders;2023 (2023/03/01);10(1):51-81.
Children with autism spectrum disorder (ASD) experience social communication difficulties which can be compounded by increased social demands and expectations of the school environment. Play offers a unique context for social communication development in educational settings. This systematic review aimed to synthesize play-based interventions for the social communication skills of children with ASD in educational contexts and identified nine studies. Overall, studies in this review provided a promising evidence base for supporting social communication skills through play in education for children with ASD. The review also highlighted gaps in research on play-based interventions for the social communication skills of children with ASD within naturalistic educational settings.
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5. de Nocker YL, Toolan CK. Using Telehealth to Provide Interventions for Children with ASD: a Systematic Review. Review Journal of Autism and Developmental Disorders;2023 (2023/03/01);10(1):82-112.
As the need for accessible interventions for autism spectrum disorder (ASD) grows, empirically supported telehealth interventions become increasingly necessary. With the current COVID-19 public health crisis, in-person interventions have become largely infeasible; therefore, it is crucial that providers have information regarding the effectiveness of telehealth interventions. This systematic review evaluates and synthesizes existing group design research on telehealth ASD interventions. Sixteen articles were evaluated on implementer and child-level intervention outcomes as well as factors that promote equitable access to intervention. Findings suggest that telehealth programs are highly acceptable, comparable to face-to-face interventions, and can be an effective method of training implementers in interventions. Recommendations for future research and for maximizing equitable access to telehealth interventions are presented.
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6. Yakubova G, Defayette MA, Chen BB, Proulx AL. The Use of Augmented Reality Interventions to Provide Academic Instruction for Children with Autism, Intellectual, and Developmental Disabilities: an Evidence-Based Systematic Review. Review Journal of Autism and Developmental Disorders;2023 (2023/03/01);10(1):113-129.
The purpose of this systematic review of literature was to synthesize research on interventions that used augmented reality (AR) to teach academic skills to students with autism spectrum disorder (ASD) and intellectual and developmental disabilities (IDD). Eight studies published between 2007 and 2020 were included in the synthesis. These studies targeted mostly literacy (n = 3), science (n = 2), mathematics (n = 2), and collateral academic skills (n = 1). The information regarding participants, the AR-based intervention, and supplemental strategies used with the intervention, skills, and study characteristics were synthesized. We also evaluated the studies for design characteristics and strength of evidence per Reichow et al. (Journal of Autism and Developmental Disorders, 38, 1311–1319, Reichow et al., Journal of Autism and Developmental Disorders 38:1311–1319, 2008) guidelines. The findings suggest that at this time, AR-based interventions do not meet the criteria to be classified as an evidence-based practice to teach academic skills to students with ASD and IDD.
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7. Sukenik N, Tuller L. Lexical Semantic Knowledge of Children with ASD—a Review Study. Review Journal of Autism and Developmental Disorders;2023 (2023/03/01);10(1):130-143.
Studies on the lexical semantic abilities of children with autism have yielded contradicting results. The aim of the current review was to explore studies that have specifically focused on the lexical semantic abilities of children with ASD and try to find an explanation for these contradictions. In the 32 studies reviewed, no single factor was found to affect lexical semantic skills, although children with broader linguistic impairment generally, but not universally, also showed impaired lexical semantic skills. The need for future studies with young ASD participants, with differing intellectual functioning, longitudinal studies, and studies assessing a wide range of language domains are discussed.
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8. Rostami Haji Abadi M, Zheng Y, Wharton T, Dell C, Vatanparast H, Johnston J, Kontulainen S. Children with Autism Spectrum Disorder Spent 30 Min Less Daily Time in Moderate-to-Vigorous Physical Activity than Typically Developing Peers: a Meta-Analysis of Cross-sectional Data. Review Journal of Autism and Developmental Disorders;2023 (2023/03/01);10(1):144-157.
It remains unclear if participation in moderate-to-vigorous physical activity (MVPA) differs between children with ASD and typically developing children (TDC). We compared daily MVPA, time spent in MVPA during physical education (PE) and recess, and odds of not meeting MVPA recommendation (60 min/day) between children with ASD and TDC. Nine studies reporting accelerometer-measured MVPA were included in the meta-analyses. MVPA was 30 min lower/day, 12% and 8% lower during PE and recess, respectively, in children with ASD, and they had 4 times higher odds of not meeting MVPA recommendation when compared to TDC. Children with ASD engage in daily MVPA less than TDC and below the guidelines. Tailored interventions to increase MVPA in children with ASD are warranted.
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9. Morris R, Greenblatt A, Saini M. Working Beyond Capacity: a Qualitative Review of Research on Healthcare Providers’ Experiences with Autistic Individuals. Review Journal of Autism and Developmental Disorders;2023 (2023/03/01);10(1):158-168.
Barriers to access and delivery of effective healthcare for autistic individuals have received attention in the social science literature. Less understood is why and how these barriers exist. The purpose of this qualitative review was to explore and interpret salient findings and characteristics of qualitative research that has examined the experiences of healthcare providers providing care to autistic individuals. A systematic information retrieval of electronic databases resulted in 15 qualitative research studies that met the inclusion criteria. Analysis of thematic findings and characteristics across studies was conducted, and a deeper interpretation highlighted an emphasis and reinforcement of the complexities of supporting autistic individuals in the healthcare context. Considerations are offered for diversifying and strengthening future research in this area.
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10. Kovacevic M, Macuzic IZ, Milosavljevic J, Lukovic T, Aleksic D, Gavrilovic J, Milosavljevic M, Jankovic S, Pejcic A. Amygdala Volumes in Autism Spectrum Disorders: Meta-analysis of Magnetic Resonance Imaging Studies. Review Journal of Autism and Developmental Disorders;2023 (2023/03/01);10(1):169-183.
We conducted meta-analysis in order to determine if there are significant differences in left and right amygdala volume in individuals with autism spectrum disorders (ASD) compared to a control group. Twenty-three studies fulfilled inclusion criteria for our study. Right amygdala volume was significantly larger in ASD patients compared to controls (Hedges’ g 0.44; 95% CI 0.04–0.83; Z = 2.26; p = 0.024), while there was no significant difference in left amygdala volume between ASD patients and controls (Hedges’ g 0.44; 95% CI − 0.10–0.98; Z = 1.67; p = 0.095). However, between-study heterogeneity was significant so there is an unequivocal need for new uniform magnetic resonance imaging (MRI) studies to get a more precise answer to the question of whether there is a difference in amygdala volume between ASD patients and controls.
