1. Cicero FR. Bladder Training for Individuals with Autism: a Systematic Review Concludes as Empty. Review Journal of Autism and Developmental Disorders;2023 (2023/12/01);10(4):595-603.

This systematic review set out to investigate the literature base that supports the use of behavioral bladder training therapies for individuals with autism spectrum disorder showing nocturnal enuresis or daytime urinary incontinence associated with lower urinary tract symptoms or bladder dysfunction. In neurotypical individuals, these conditions are traditionally prescribed bladder training therapies as primary treatment. A comprehensive search strategy was employed using a priori inclusion and exclusion criteria and without restriction to publication year. Ultimately, no studies met the inclusion criteria, resulting in an empty review. The importance of establishing an evidence-base for this population in this clinical area is discussed. This empty review indicates a gap in the literature that prompts a call for empirical studies to be conducted.

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2. Stark MD, Lindo EJ. Executive Functioning Supports for College Students with an Autism Spectrum Disorder. Review Journal of Autism and Developmental Disorders;2023 (2023/12/01);10(4):604-614.

Higher education is a predictor of employment for individuals who have an autism spectrum disorder (ASD), and an increasing number of students with ASD are enrolling in college. However, deficits in executive functioning (EF) make academic success difficult. This systematic review of literature identified ten research studies examining the effects of college supports for students with ASD that targeted an aspect of EF, specifically working memory, cognitive flexibility, inhibitory control, self-regulation, organization, and time management. Common supports included mentorship and group therapy, with interventions often facilitated by graduate or peer students. Although outcomes were generally positive, most researchers relied on participant feedback rather than objective measures of executive function.

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3. Ganz JB, Pustejovsky JE, Reichle J, Vannest KJ, Foster M, Haas AN, Pierson LM, Wattanawongwan S, Bernal A, Chen M, Skov R, Smith SD. Considering Instructional Contexts in AAC Interventions for People with ASD and/or IDD Experiencing Complex Communicative Needs: a Single-Case Design Meta-analysis. Review Journal of Autism and Developmental Disorders;2023 (2023/12/01);10(4):615-629.

For children with autism or intellectual and developmental disabilities who also have complex communication needs, communication is a necessary skill set to increase independence and quality of life. Understanding the how, where, and communication style being taught is important for identifying deficits in the field as well as which interventions are most effective. This meta-analysis sought to identify effectiveness among different settings, behavioral strategies, and moderator variables. A systematic search and screening process identified 114 eligible studies with 330 participants; overall outcomes indicate that augmentative and alternative communication interventions were effective with Tau effects ranging from 0.53 to 1.03 and log response ratio effects ranging from 0.21 to 2.90. However, no instructional context variables systematically predicted differences in intervention effectiveness.

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4. Martínez-González AE, Andreo-Martínez P. Autism and Gut Microbiota: a Bibliometric Study. Review Journal of Autism and Developmental Disorders;2023 (2023/12/01);10(4):630-642.

The study of gut microbiota’s (GM) role in autism spectrum disorder (ASD) is a new and expanding research field, and bibliometric reviews can be very useful to interpret the scientific production and research trends within it. To that end, this work presents a scientometric study on ASD and GM based on 1069 publications, published between 1992 and 2020, that were found in the Web of Science© database. Journal, author, and institution productivity patterns were found using Lotka’s law and Plos One, USA, and University College Cork (Ireland) were the most productive journal, country, and institution, respectively. Keyword analysis revealed a close relationship between GM, brain, and behavior in ASD, making this a novel research field with interdisciplinary implications.

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5. Waits JA, Choi K, Gilroy SP. A Systematic Review and Reflection on the Dimensions of Diversity Represented in Behavior Analytic Research. Review Journal of Autism and Developmental Disorders;2023 (2023/12/01);10(4):643-659.

The US continues to transition toward a majority-minority composition and this trend has advanced most rapidly for school-aged children. Clinical work with diverse populations, and their families, calls for specialized skills and training experiences; however, these are not yet strongly reflected in most pre-service training programs in applied behavior analysis (ABA). A systematic review was conducted to evaluate the scope and range of the dimensions of diversity included in the behavior analytic literature (e.g., race/ethnicity, gender, sexuality) as well as to compile recommendations for improving culturally responsive practices in ABA (PROSPERO Registration: CRD42020181227). The search yielded a total of 58 unique publications that featured one or more dimensions of diversity. These works were summarized in terms of the dimension(s) of diversity featured, the goal(s) of the research, the types of demographics reported, and the recommendations put forth for improving culturally responsive practices in ABA. A reflection on the current state of diversity research in the field is provided and discussed in the context of current and future recommendations for culturally responsive behavior analysis.

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6. Yakubova G, Chen BB. Parent-Implemented Video-Based Intervention to Teach Autistic Children: an Evidence-Based Systematic Review. Review Journal of Autism and Developmental Disorders;2023 (2023/12/01);10(4):660-683.

Video-based intervention (VBI) is an evidence-based practice for teaching a wide array of skills to autistic children and young adults; however, a limited number of studies have examined the effectiveness of parent-implemented VBI when teaching children functional skills in a home setting. The purpose of this evidence-based systematic review was to synthesize and evaluate the evidence base for parent-implemented VBI to teach functional skills to autistic children in a home setting. Nine studies published between 2012 and 2021 met the inclusion criteria for this review. Seven of these studies met the design standards and had strong or adequate levels of evidence. The findings indicate that parent-implemented VBI meets the criteria to be classified as a probable evidence-based practice, but a great variability exists in the methods of parent training, levels of parental involvement, and skills taught.

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7. Sadatsafavi H, Vanable L, DeGuzman P, Sochor M. Sensory-Friendly Emergency Department Visit for Patients with Autism Spectrum Disorder—A Scoping Review. Review Journal of Autism and Developmental Disorders;2023 (2023/12/01);10(4):684-698.

Our goal was to develop non-pharmacologic strategies for addressing sensory challenges that patients with autism spectrum disorder (ASD) face in emergency departments (EDs). Search of five databases for articles written in English and published since 1980 returned 816 citations, of which 28 papers were selected for review. All studies were published in the last nine years, with 92.85% (n = 26) conducted in North America. We developed 26 consolidated strategies, encompassing five major domains, including guiding principles, care processes, people (behavior of staff members), objects, and places (facility design). Sensory-friendly care in ED requires an integrative approach and its success depends on guiding principles that tie various aspects of care and distinguishes ASD care from non-ASD care.

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8. Barbaro D, Shankardass K. Work-Related Social Skills Interventions for Individuals with Autism Spectrum Disorder Throughout the Life Course. Review Journal of Autism and Developmental Disorders;2023 (2023/12/01);10(4):699-711.

Social skills are critical to workplace success and autism spectrum disorder (ASD) is characterized by challenges with these skills contributing to a disproportionate unemployment rate. The aim of this study was to characterize interventions that focus on work-related social skills for individuals with ASD. A scoping review was conducted to map the state of the literature on work-related social skills interventions on a global scale using a life course conceptual framework. Database searches of CINAHL, PubMed, ERIC, PsycINFO, and Web of Science were conducted. Additional sources were identified through web searches, manual journal searches, scanning reference lists, and contacting experts. Studies describing work-related social skills for individuals with ASD of all ages on a global scale were included. In total, 22 scholarly and grey literature studies on work-related social skills interventions fit the inclusion criteria and information was extracted relevant to work-related social skills and the life course perspective. The year of publication of included studies ranges from 1999 to 2019 with 45% of studies being published within the last three years. Sixty-three percent of included studies focused on individuals 18 and older, while 95% of articles did not implicitly or explicitly mention the life course perspective. Recommendations for future research and practice are provided.

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9. Conner C, Allor JH, Stewart J, Kearns DM, Gillespie Rouse A. A Synthesis of Reading Comprehension Interventions and Measures for Students with Autism Spectrum Disorder and Intensive Support Needs. Review Journal of Autism and Developmental Disorders;2023 (2023/12/01);10(4):712-728.

This literature synthesis examines empirical literature on interventions and measures used in experimental studies of reading comprehension for students with both autism spectrum disorder (ASD) and intellectual disability (ID) or intensive support needs. Eleven studies met inclusion criteria. We present the effectiveness of the interventions and the measures used to evaluate their effects. All studies were experimental, included a measure of reading comprehension and participants with ASD and IQs at least one SD below the mean. Results indicated that most interventions included strategies that are supported for struggling readers and were found similarly effective for this population. Additionally, two studies included standardized measures. The remaining studies relied on different researcher created measures of comprehension. Practical implications based on findings are discussed.

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10. Roberts R, Stacey J, Jenner S, Maguire E. Are Extended Reality Interventions Effective in Helping Autistic Children to Enhance Their Social Skills? A Systematic Review. Review Journal of Autism and Developmental Disorders;2023 (2023/12/01);10(4):729-748.

Autistic children’s social skills do not always align with those of their neurotypical peers and research suggests that this can negatively impact quality of life. This review aimed to assess the effectiveness of extended reality (XR) interventions in helping autistic children to enhance their social skills. Five electronic databases were systematically searched and seventeen studies were identified. The majority targeted social-emotional reciprocity and were of relatively low quality. There was insufficient evidence to determine whether effects were generalisable, sustained or important to autistic people. Research in this field is in its infancy and evidence of effectiveness should be viewed with caution. Future studies should aim for high-quality, theory-driven research, and involve autistic people to ensure meaningful outcomes.

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11. Hynes J, Block M. Effects of Physical Activity on Social, Behavioral, and Cognitive Skills in Children and Young Adults with Autism Spectrum Disorder: a Systematic Review of the Literature. Review Journal of Autism and Developmental Disorders;2023 (2023/12/01);10(4):749-770.

This systematic review aims to describe six types of physical activity interventions utilized with children and young adults ages 5–22 as a treatment for ASD. These interventions include swimming, cycling, neuromuscular training, yoga, sports, and exergaming. This examines the knowledge gaps regarding the details of these interventions via time (sessions, per week, overall length), the severity of ASD in participants (using a 4-point scale), and the outcomes specific to ASD (cognition, social skills, physical fitness, and behavior). A systematic search of peer-reviewed research articles was conducted across five databases focusing on physical activity as an intervention for children and young adults with ASD. From an initial screening of 387 records, 29 of the studies were included in the review. The analysis includes types of intervention, dependent measures, research design, and intervention duration. Types of intervention most studied (swimming, cycling, neuromuscular training, yoga, sports, and exergaming) were further analyzed. All studies found that physical activity as an intervention, improved aspects of physical fitness (endurance, strength, balance), cognition, social skills (language, eye contact, engaging with others), and/or behavior.

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12. Dahary H, Rimmer C, Kaedbey M, Quintin E-M. A Systematic Review of Shared Social Activities for Children on the Autism Spectrum and Their Peers. Review Journal of Autism and Developmental Disorders;2023 (2023/12/01);10(4):771-792.

This review synthesized the results of 15 studies (with 12 studies having strong or adequate methodological rigor) that examined the social outcomes of shared social activity-based interventions, like interest-based games, music, and theatre, involving children on the autism spectrum and typical development together. Thirteen studies yielded significant improvements in social cognition, social communication, and/or social functioning with two studies also reporting an increase in positive affect between autistic children and their peers. Overall, shared social activities that promote a sense of equality, are enjoyable, and build on the natural talents of children on the autism spectrum appear promising for increasing social learning within inclusive environments.

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