1. Wattanawongwan S, Ganz JB, Hong ER, Dunn C, Yllades V, Pierson LM, Baek E, Foster M. Interventions for Improving Social-Communication Skills for Adolescents and Adults with ASD: a Meta-analysis. Review journal of autism and developmental disorders. 2023; 10(3): 391-405.

There is a lack of services to support adolescents and adults with ASD in different areas including social-communication intervention. The purpose of this study is to conduct a meta-analysis determining effects of social-communication interventions in improving social-communication skills for adolescents and adults with ASD. A search of databases yielded 2,353 potential documents of which 41 documents met inclusion criteria. The finding of this study indicated that social-communication interventions across all documents are moderately effective in improving social-communication skills for adolescents and adults with ASD. This study investigated the effectiveness of social-communication interventions for these populations and also examined differential effects based on the moderator categories. There are statistically significant differences found for some potential moderators (interventions, implementers, communicative functions, and type of setting). Additional details on implementation, limitations, and future research are discussed.

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2. Parlett-Pelleriti CM, Stevens E, Dixon D, Linstead EJ. Applications of Unsupervised Machine Learning in Autism Spectrum Disorder Research: a Review. Review journal of autism and developmental disorders. 2023; 10(3): 406-21.

Large amounts of autism spectrum disorder (ASD) data is created through hospitals, therapy centers, and mobile applications; however, much of this rich data does not have pre-existing classes or labels. Large amounts of data—both genetic and behavioral—that are collected as part of scientific studies or a part of treatment can provide a deeper, more nuanced insight into both diagnosis and treatment of ASD. This paper reviews 43 papers using unsupervised machine learning in ASD, including k-means clustering, hierarchical clustering, model-based clustering, and self-organizing maps. The aim of this review is to provide a survey of the current uses of unsupervised machine learning in ASD research and provide insight into the types of questions being answered with these methods.

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3. Werkman MF, Landsman JA, Fokkens AS, Dijkxhoorn YM, van Berckelaer-Onnes IA, Begeer S, Reijneveld SA. The Impact of the Presence of Intellectual Disabilities on Sensory Processing and Behavioral Outcomes Among Individuals with Autism Spectrum Disorders: a Systematic Review. Review journal of autism and developmental disorders. 2023; 10(3): 422-40.

Autism spectrum disorder and intellectual disability (ID) are linked to atypical sensory processing, but consensus lacks on the impact of their co-occurrence. We studied the impact of the presence of ID in autistic individuals on (1) sensory processing and (2) the relation between sensory processing and behavioral outcomes.

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4. Jones M, Falkmer M, Milbourn B, Tan T, Bölte S, Girdler S. The Core Elements of Strength-Based Technology Programs for Youth on the Autism Spectrum: A Systematic Review of Qualitative Evidence. Review journal of autism and developmental disorders. 2023; 10(3): 441-57.

Strength-based programs that incorporate technology have gained increasing popularity as an approach to improve outcomes for individuals with autism spectrum disorder (ASD). Despite this, the core elements of strength-based technology programs remain poorly described. This study aimed to identify the core elements of strength-based technology programs for youth with ASD through a systematic review of the literature. Electronic databases were searched for qualitative studies delivering strength-based technology-driven interventions to youth on the spectrum. Ten of the 874 studies identified met the criteria. Qualitative analysis revealed three core elements of strength-based technology programs for this population: mutual respect, demonstrating skills, and interests. The findings underpin the design of future strength-based technology programs for youth with ASD.

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5. Sulu MD, Martella RC, Grimmet K, Borosh AM, Erden E. Investigating the Effects of Self-Monitoring Interventions with Students with Disabilities on the Maintenance and Generalization of On-Task Behavior: A Systematic Literature Review. Review journal of autism and developmental disorders. 2023; 10(3): 458-76.

Although there is a consensus regarding the positive effects of self-monitoring interventions on improving on-task behaviors of students with disabilities, the findings for maintenance and generalization have not been shown to be consistent across studies (i.e., Cook & Sayeski, 2020; Wood et al., 2002). The current study aimed to assess the research analyzing the effects of self-management on students’ on-task behavior using the What Works Clearinghouse design standards (Kratochwill et al., 2013) and the resulting maintenance and generalization of on-task behaviors (if any) in specific using standards developed by Neely et al. (2016) and Neely et al. (2018). The findings indicate that programming for maintenance and generalization of on-task behavior in self-monitoring interventions are generally poor in quality and quantity.

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6. Russell A, Scriney A, Smyth S. Educator Attitudes Towards the Inclusion of Students with Autism Spectrum Disorders in Mainstream Education: a Systematic Review. Review journal of autism and developmental disorders. 2023; 10(3): 477-91.

Educator attitudes towards inclusive education impact its success. Attitudes differ depending on the SEN cohort, and so the current systematic review is the first to focus solely on students with autism spectrum disorders (ASD). Seven databases searched yielded 13 relevant articles. The majority reported positive educator attitudes towards ASD inclusion but with considerable variety in the measures used. There were mixed findings regarding the impact of training and experience on attitudes but, where measured, higher self-efficacy was related to positive attitudes. In summary, educator ASD inclusion attitudes are generally positive but we highlight the need to move towards more homogeneous attitudinal measures. Further research is needed to aggregate data on attitudes towards SEN cohorts other than those with ASD.

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7. Douglas SN, Jensen EJ, West P. Barriers and Benefits Experienced by Caregivers Seeking Medical Care for Their Children with Autism Spectrum Disorders: a Qualitative Meta-synthesis. Review journal of autism and developmental disorders. 2023; 10(3): 492-504.

Limited research has explored the experiences of caregivers and their children with autism spectrum disorder (ASD) in medical settings. A qualitative meta-synthesis of studies published between 2000 and 2020 was conducted to understand and summarize the challenges faced by caregivers, their positive experiences, and suggestions for improving medical care. Themes were generated related to caregiver challenges, positive experiences, and suggestions to improve medical care. We suggest additional training of medical professionals, an interdisciplinary approach to care, more support for caregivers, and increased adaptability of the medical environment. Implications for practice, limitations, and future research directions are discussed to ensure the highest quality care to support the needs of children with ASD and their caregivers.

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8. Glenn E, Taiwo A, Arbuckle S, Riehl H, McIntyre LL. Self-Directed Web-Based Parent-Mediated Interventions for Autistic Children: A systematic review. Review journal of autism and developmental disorders. 2023; 10(3): 505-22.

Self-directed web-based parent-mediated intervention programs may help counter some barriers associated with access to evidence-based practices.

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9. Jolliffe R, Adams D, Simpson K. Trait Anxiety in Individuals on the Autism Spectrum: a Systematic Review. Review journal of autism and developmental disorders. 2023; 10(3): 523-45.

Although anxiety is commonly researched in autism, the focus has predominantly been on anxiety disorders and not upon general levels of anxiousness or trait anxiety. This review summarises research investigating trait anxiety in autism. Systematic searches yielded 1099 records, with 23 studies meeting inclusion criteria. Study participants were mainly males from Western countries, with no representation of older adults or individuals with intellectual disability. All articles used self-report questionnaire trait anxiety measures. Anxiety measure psychometric details were absent in most studies, with 21 using subjective measures that are not validated for use in autism. Results showed higher trait anxiety scores in autism versus control groups, and correlations between trait anxiety scores and other study outcomes.

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10. Thompson C, Brook M, Hick S, Miotti C, Toong R, McVeigh JA. Physical activity, Sedentary Behaviour and Their Correlates in Adults with Autism Spectrum Disorder: a Systematic Review. Review journal of autism and developmental disorders. 2023; 10(3): 546-62.

The aim of this systematic review was to investigate what is currently known about autistic adults’ participation in physical activity and sedentary behaviour and explore any associated correlates of these behaviours. The databases EMBASE, MEDLINE, PsycINFO, PubMed, and SPORTDiscus were searched for relevant literature. The review was registered with PROSPERO (No. 189187). The search identified 2834 papers, with 12 meeting the criteria for inclusion. Correlates of physical activity and/or sedentary behaviour were reported in eight included studies. The limited evidence identified suggest that autistic adults are unlikely to meet Australia’s physical activity guidelines. Future research should use device-derived measurement to more accurately quantify activity levels within the autistic adult population.

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11. Sainsbury WJ, Carrasco K, Whitehouse AJO, McNeil L, Waddington H. Age of Diagnosis for Co-occurring Autism and Attention Deficit Hyperactivity Disorder During Childhood and Adolescence: a Systematic Review. Review journal of autism and developmental disorders. 2023; 10(3): 563-75.

Early identification and intervention are recognised as important elements of the clinical pathway for autism spectrum disorder (ASD). Children with ASD and attention deficit hyperactivity disorder (ADHD) may be diagnosed at a different age than children who only have one of these diagnoses. This systematic review aimed to identify the age at which children were diagnosed with both ASD and ADHD. Of the 9552 articles screened, 12 were included in the review. The findings suggest that ASD is typically diagnosed later when ADHD is present, and ADHD is typically diagnosed earlier when ASD is present. Further research is needed to understand the factors impacting a delayed ASD diagnosis and an earlier ADHD diagnosis when the two conditions co-occur.

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12. Dike JE, DeLucia EA, Semones O, Andrzejewski T, McDonnell CG. A Systematic Review of Sexual Violence Among Autistic Individuals. Review journal of autism and developmental disorders. 2023; 10(3): 576-94.

This study systematically reviewed the sexual violence literature among autistic individuals by identifying prevalence rates, assessment approaches, and outcomes of sexual violence exposure, as well as risk and protective factors. Overall, 22 articles met inclusion criteria. Nine studies reported elevated rates of sexual violence in autistic samples as compared to non-autistic peers, particularly with regard to adult victimization. Evidence emerged for increased risk among autistic girls and women. Results suggest autistic individuals experience similar trauma outcomes to non-autistic peers, though risk factors specific to autistic groups emerged. Further research is needed to capture more diverse samples among autistic populations and to assess for trauma outcomes and interventions to address sexual violence.

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