1. Walsh C, O’Connor P, Walsh E, Lydon S. A Systematic Review of Interventions to Improve Healthcare Experiences and Access in Autism. Review Journal of Autism and Developmental Disorders;2023 (2023/06/01);10(2):185-202.

Autistic individuals report barriers to accessing and receiving healthcare, and experience increased morbidity and mortality. This systematic review synthesizes 31 research studies evaluating interventions implemented to improve the healthcare experiences and/or access of autistic persons. Interventions were most commonly patient-focused (58.1%), focused on supporting the autistic individual to engage with, tolerate, or anticipate medical procedures, care, or settings. Fewer studies were provider-focused (48.4%) or organization-focused (6.5%). Interventions were typically evaluated using measures of reactions (45.2%) or behavior (48.4%), and outcomes were predominantly positive (80.6%). Further research is imperative and should look to how providers and organizations must change. Future research must be inclusive of the autistic community, must measure what matters, and must offer complete detail on interventions implemented.

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2. Sulu MD, Martella RC, Toper O, Marchand-Martella NE, Kiyak UE. Explicit and Systematic Scripted Instructional Programs for Students with Autism Spectrum Disorder: An Updated and Extended Review. Review Journal of Autism and Developmental Disorders;2023 (2023/06/01);10(2):203-219.

In a recent review of explicit and systematic, scripted instructional programs for students with autism spectrum disorder (ASD), Plavnick et al. (Review Journal of Autism and Developmental Disorders, 2, 55–66, 2015) found that only 1 of 9 studies met all eight quality indicators outlined by Horner et al. (Exceptional Children, 71(2), 165–179, 2005). These authors made four recommendations to establish explicit, systematic, and scripted instructional programs (ESS) as evidence based. The aim of this systematic review was to replicate and extend the Plavnick et al. findings. In the current review, 9 articles published between 2013 and 2020 in peer-reviewed journals were found that met the following inclusion criteria: at least one of the participants had to be diagnosed with ASD and the independent variable had to be a published, explicit, and systematic scripted instructional program. Articles were analyzed based on (a) their specific attributes; (b) their quality based on the Council for Exceptional Children (CEC) Standards for Evidence-Based Practices in Special Education (Cook et al., Remedial and Special Education, 36(4), 220–234, 2015); and (c) the improvements, if any, in the research on the problem areas outlined by Plavnick et al. in the areas of lesson completion/program information, measures, description of participant characteristics, and involvement of parents or school personnel as instructors. Results showed (a) that the age range of the participants was from 4 to 17 years, most studies used researcher-developed assessments or assessments within the program, the most frequently used program was Language for Learning, instructional sessions lasted from 10 min to 1.5 h over 4 weeks to 2 academic years, and the most frequently used research design was single-case; (b) 3 of 9 studies met CEC quality indicators with weakness in program implementation and/or design features; and (c) compared to Plavnick et al., results showed improvements in providing information on program implementation but a continued failure to implement all lessons, a continuation of inadequate and/or infrequent measures, improvements in providing participant characteristics information, and greater involvement of school (or clinic) personnel as instructors in program implementation. Results are discussed along with recommendations.

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3. Macmillan CM, Pecora LA, Ridgway K, Hooley M, Thomson M, Dymond S, Donaldson E, Mesibov GB, Stokes MA. An Evaluation of Education-Based Interventions for Students with Autism Spectrum Disorders Without Intellectual Disability: a Systematic Review. Review Journal of Autism and Developmental Disorders;2023 (2023/06/01);10(2):220-238.

Many interventions designed to improve educational outcomes for students with autism spectrum disorder (ASD) have been published, yet there has not been an adequate review of interventions in school settings assessed against student outcomes. We reviewed empirical literature published 2000 to June 2019 that evaluated school-based interventions applied to students formally diagnosed, with an IQ > 70, and who were attending kindergarten/pre-school, primary, or secondary school. Interventions most commonly targeted skills in six areas: academic skills, on-task behaviour, play behaviour, social cognition, social interaction, and verbal skills. Results indicated significant improvement in each area. Generalization and maintenance were not consistently evaluated. Few studies included female participants and few reported on participant race; of those that did, the majority were Caucasian. Further research, utilizing larger samples and more stringent statistical approaches, is needed to identify the most efficient and effective interventions to improve educational outcomes for this population.

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4. Liao C-Y, Ganz JB, Vannest KJ, Wattanawongwan S, Pierson LM, Yllades V, Li Y-F. Caregiver Involvement in Communication Intervention for Culturally and Linguistically Diverse Families with Individuals with ASD and IDD: a Systematic Review of Cross-Cultural Research. Review Journal of Autism and Developmental Disorders;2023 (2023/06/01);10(2):239-254.

Caregiver involvement plays a critical role in the development of communication in individuals with autism spectrum disorder (ASD) and intellectual/developmental disability (IDD). However, culturally and linguistically diverse (CLD) families usually do not receive sufficient culturally and linguistically appropriate support due to language and cultural barriers. The purpose of the present research was to review studies across cultures to summarize the characteristics of single-case studies on caregiver involvement in communication interventions for CLD families of individuals with ASD and IDD for recommendations on culturally responsive practices. The results suggested that caregiver involvement can improve communication skills in CLD individuals with ASD and IDD; however, there is a need to provide culturally and linguistically appropriate support to CLD caregivers during parent training. Limitations and implications for future research and practice were addressed.

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5. Nieforth LO, Schwichtenberg AJ, O’Haire ME. Animal-Assisted Interventions for Autism Spectrum Disorder: A Systematic Review of the Literature from 2016 to 2020. Review Journal of Autism and Developmental Disorders;2023 (2023/06/01);10(2):255-280.

In the last 5 years, the literature on animal-assisted intervention (AAI) for Autism Spectrum Disorder (ASD) has doubled in size from 42 studies prior to 2015 to 85 studies (cumulative total assessed in 2020). Horses remain the most commonly researched animal for AAI, followed by dogs. The most commonly researched outcome was social interaction, across 21 studies. Though the quantity of studies has increased, issues with methodological rigor remain. Results highlight the need for a continued focus on methodological rigor as well as refining the structure of animal-assisted interventions, addressing the welfare needs of the animals involved, and continuing to establish an evidence base of both significant and nonsignificant findings for AAI for individuals with ASD.

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6. Swaab L, Goodwin J, Wroe J, Woolard A, McCormack L, Campbell L. Stigma Associated with Parenting an Autistic Child with Aggressive Behaviour: a Systematic Review. Review Journal of Autism and Developmental Disorders;2023 (2023/06/01);10(2):281-294.

There is a growing body of research focused on autistic individuals who present with aggressive behaviour. Aggressive behaviour has been found to occur more frequently in autism compared with other developmental disabilities or the general population. The most common types of aggressive behaviours are self-injurious behaviours, aggression towards others and the destruction of property. Aggressive behaviour can threaten access to support services and education. Many types of stigma are experienced by parents as a result of their child’s diagnosis or observed aggressive behaviour (e.g. ignorance, prejudice and discrimination). The aim of this systematic review was to synthesise the current research into the experience of stigma by parents of autistic children who display aggressive behaviour. The specific question addressed by this review was ‘Do parents of autistic children with aggressive behaviours experience stigma?’. This review found that stigma is experienced in many forms and contributes to higher levels of stress and poorer quality of life for these families than for the general population and other disabilities.

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7. Thoen A, Steyaert J, Alaerts K, Evers K, Van Damme T. A Systematic Review of Self-Reported Stress Questionnaires in People on the Autism Spectrum. Review Journal of Autism and Developmental Disorders;2023 (2023/06/01);10(2):295-318.

The goal of this systematic review was to provide an overview of self-report measures of stress in populations on the autism spectrum. In addition, information regarding psychometric properties was discussed as well.

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8. Frazão A, Santos S, Lebre P. Psychomotor Intervention Practices for Children with Autism Spectrum Disorder: a Scoping Review. Review Journal of Autism and Developmental Disorders;2023 (2023/06/01);10(2):319-336.

Motor difficulties are present in 50–73% of children with autism spectrum disorders (ASD) and are associated with social difficulties. This review aims to synthesize the literature regarding psychomotor therapist use of psychomotor intervention for 3- to 6-year preschool children with ASD. A systematic search of electronic of six databases and other electronic journals was conducted without time limitation. Out of 1351 studies, 14 meet the inclusion criteria. Studies were summarized in terms of participant characteristics, study design, outcomes measures, intervention characteristics, target skills, and outcomes. Outcomes in psychomotor and social development and peer interaction and verbal communication domains were identified. This review adds insights for future research and revealed critical considerations of psychomotor interventions with children with ASD.

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9. McAdam DB, Zhou Z. Behavior-Analytic Interventions for Oral Health Care: a Review of the Literature and Recommendations for Clinical Practice and Research. Review Journal of Autism and Developmental Disorders;2023 (2023/06/01);10(2):337-352.

Children and adults with developmental disabilities often experience oral health problems such as excessive plaque accumulation and dental restorations related to caries. Researchers have examined the efficacy of a variety of behavioral intervention packages to teach preventative strategies (brushing, flossing) and to decrease challenging behaviors such as aggression and non-compliance associated with dental examinations and restorative procedures for both typically developing and persons with IDD. This paper reviews these peer-reviewed studies for both typically developing individuals and those with developmental disabilities (e.g., intellectual disability and autism). Additionally, this paper highlights areas for future research, makes recommendations related to the integration of behavior analysis with the practice of dentistry, and provides recommendations related to clinical practices and research.

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10. Ma Z, Travers JC, Martinez JR, Johnson JV, Bross LA. A Systematic Review of Intervention Intensity in Pivotal Response Training and Scripting Research. Review Journal of Autism and Developmental Disorders;2023 (2023/06/01);10(2):353-366.

Special education researchers have for decades emphasized the importance of intervention effectiveness and procedural fidelity, but relatively little attention has been directed toward understanding intervention intensity. This review focused on extracting details of intervention intensity as reported in peer-reviewed studies of scripting and pivotal response training (PRT), two different evidence-based practices for learners with autism. We coded 24 scripting and 18 PRT studies and synthesized results according to four constructs of intervention intensity. Results indicated varied reporting of intervention intensity within and between studies. Only seven (29%) of scripting studies and one (6%) PRT study reported information sufficient to determine intervention intensity. Scripting and PRT researchers reported similar rates of opportunities to respond. Implications for researchers and professionals are discussed along with limitations and instructions for future study.

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11. Cervantes PE, Conlon GR, Shalev RA, Castellanos FX. Trends in ASD Pharmacological Research: An Analysis of ClinicalTrials.gov. Review Journal of Autism and Developmental Disorders;2023 (2023/06/01);10(2):367-382.

Despite decades of research, both understanding and availability of pharmacological interventions for autistic people are limited. We examined characteristics of pharmacological trials on ClinicalTrials.gov (N = 235) to elucidate trends, identify gaps, and suggest future research directions. We observed that trials predominantly sampled school-aged children and adolescents and focused largely on core autism symptoms, neglecting younger children and adults as well as associated symptom domains often identified by stakeholders as treatment priorities. A variety of intervention agents were trialed, with nearly 60% appearing in just one study. Notably, in line with previous research, there was little consistency in outcome measures used, with the majority (58.9%) used in only one trial. Innovation in research strategies is urgently needed; potential directions for such changes are discussed.

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12. Schreck KA, Knapp LM. MPS-IIIA or Autism Spectrum Disorder?: Discrimination and Treatment. Review Journal of Autism and Developmental Disorders;2023 (2023/06/01);10(2):383-390.

Children with mucopolysaccharidosis IIIA (MPS-IIIA) may receive a diagnosis of autism spectrum disorder (ASD) due to MPS-IIIA’s initial symptom similarities with ASD. This may lead to professionals receiving referrals to work with these children but unaware of how these children may respond differently to treatment. To appropriately work with these children, clinicians must obtain knowledge of the symptoms, progressions, regression, comorbidities, and clinical interventions. This manuscript guides clinicians on the discrimination of MPS-IIIA from ASD for (a) physiological symptoms, (b) skill development and regression of skills, and (c) behavior problems from infancy to adolescence. The manuscript also provides available intervention research.

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