1. Mirza M, Brown-Hollie JP, Suarez-Balcazar Y, Parra-Medina D, Camillone S, Zeng W, Garcia-Gomez E, Heydarian N, Magaña S. Interventions for Health Promotion and Obesity Prevention for Children and Adolescents with Developmental Disabilities: a Systematic Review. Review Journal of Autism and Developmental Disorders. 2024; 11(2): 225-48.

This systematic review evaluated interventions and relevant outcomes for health promotion and obesity prevention among children and adolescents with developmental disabilities (DD). Twenty-one studies including randomized control trials (n= 9) and quasi-experimental studies (n=12) published between 2010 and 2021 met inclusion criteria related to participant characteristics, intervention type, and child obesity-related outcomes. Five types of intervention programs were identified: aerobic and strength training, sport-based physical activity, aquatic exercise, active video gaming, and diet and lifestyle. Whereas analysis of intervention outcomes, efficacy, and study rigor showed mixed results and weak evidence of effective interventions, this review identified gaps in the literature, promising strategies for addressing obesity in children with DD, and implications for practice and future research.

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2. Chellew T, Barbaro J, Freeman NC. The Early Childhood Signs of Autism in Females: a Systematic Review. Review Journal of Autism and Developmental Disorders. 2024; 11(2): 249-64.

Compared to males, females are at a much greater likelihood of receiving a later diagnosis of autism, which impacts their opportunity to receive early support. To assist with early identification, this systematic literature review aimed to ascertain whether females differ from males in the early childhood signs of autism. The small number of heterogeneous studies made it difficult to draw conclusions, although it appears that females and males under 6 years of age are more similar than different in terms of their expression of autistic behaviours. Given the discrepant sex/gender ratio in autism, these findings highlight the importance of exploring whether there are different and/or specific, not yet identified, early signs of autism in females and males.

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3. Luo Z, Yang C, Cai T, Li J, Liu Y, Li B, Zhang X. Maternal Alcohol Consumption During Pregnancy and Autism Spectrum Disorder in Offspring: a Meta-analysis. Review Journal of Autism and Developmental Disorders. 2024; 11(2): 265-74.

A meta-analysis was performed to evaluate the possible association between maternal alcohol drinking during pregnancy and autism spectrum disorder (ASD) in offspring. Twelve datasets from five observational studies were included. Results showed that maternal alcohol drinking during pregnancy was not independently associated with ASD (risk ratio: 0.90, 95% confidence interval: 0.78 to 1.04, p = 0.16, I2 = 0%). The results were consistent for heavy alcohol drinking versus no alcohol drinking during pregnancy, and for studies evaluating the influence of maternal alcohol consumption during different trimesters. In conclusion, current evidence does not support that maternal alcohol consumption during pregnancy is independently associated with ASD in offspring.

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4. Wattel LL, Walsh RJ, Krabbendam L. Theories on the Link Between Autism Spectrum Conditions and Trans Gender Modality: a Systematic Review. Review Journal of Autism and Developmental Disorders. 2024; 11(2): 275-95.

While research on the prevalence of co-occurring autism spectrum conditions (ASC) and trans gender modality (TGM) is available, less is known about the underlying mechanism of this association. Insight is needed to improve treatment of trans autistic people. This review provides an overview of theories on the ASC-TGM link and the available evidence for/against them published between January 2016 and October 2020. A systematic search was performed in PubMed, PsycINFO, Web of Science, and Scopus. This resulted in 36 studies, in which 15 theories were identified. Results indicate all theories lack substantial empirical support. Unlikely and promising theories were identified. The most promising theories were those on resistance to social norms and weakened sex differences. Future directions are provided.

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5. Smith SG, Mattson SL, Aguilar J, Pyle N, Higbee TS. Behavioral Skills Training with Adult Interventionists: a Systematic Review. Review Journal of Autism and Developmental Disorders. 2024; 11(2): 296-319.

Behavioral skills training (BST) is a performance- and competency-based training package composed of instructions, modeling, rehearsal, and feedback. Previous reviews have demonstrated that BST is an effective training package to teach interventionists to implement behavior analytic interventions (Kirkpatrick et al. in Journal of Behavioral Education, 28, 344–361, Kirkpatrick et al., Journal of Behavioral Education 28344–361, 2019). The purpose of this review was to examine the characteristics of BST for training adult interventionists to implement behavior analytic procedures with children with autism spectrum disorder (ASD). Also, we investigated various factors that may lead to efficient BST delivery, compiled the external validity indicators included in BST research, and investigated the methodological quality of BST research studies. In this systematic review of 30 studies from 2004 to 2019, we found that trainers consistently taught the four BST components, yet implementation varied substantially across studies. Inconsistent reporting of factors affecting efficiency limited our ability to analyze which components and delivery methods was most efficient. External validity measures, such as generalization and outcome measures for children receiving the behavior analytic intervention, were often reported. The evidence quality and design quality were mixed. BST is generally accepted as an effective intervention for training a wide range of interventions; however, more high-quality research studies are needed including evaluation of explicit descriptions for all BST components.

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6. Agarwal R, Wuyke G, Sharma U, Burke SL, Howard M, Li T, Sanchez M, Bastida E. Stress and Anxiety Among Parents of Transition-Aged Children with Autism Spectrum Disorder: a Systematic Review of Interventions and Scales. Review Journal of Autism and Developmental Disorders. 2024; 11(2): 320-42.

The period between adolescence to young adulthood can be stressful for parents of transition-aged children (14 to 22 years old) with autism spectrum disorder. A systematic review was undertaken to examine if existing interventions address the unique parental stressors of this phase and if the scales used to measure parental stress and anxiety are suitable for this group. Of the 9813 studies screened, only 13 studies met the inclusion criteria. Findings indicated that interventions focused on mindfulness, social functioning, or multiple components, of which only two addressed the transition period and only three specifically targeted parents of this age group. Moreover, of the six scales which assessed stress or anxiety, none were designed for these parents. Findings highlight the urgent need for more suitable scales and targeted interventions.

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7. Chan LYL, Senserrick T, Saggers B. Behind the Wheel: Systematic Review of Factors Associated with Safe School Bus Transportation for Children with Neurodevelopmental Disorders. Review Journal of Autism and Developmental Disorders. 2024; 11(2): 343-60.

School buses facilitate access to education for many children. This research aimed to systematically review factors associated with safe school bus transportation for children with neurodevelopmental disorders (NDDs). Searches of 5 databases, combining terms denoting NDDs and school buses, for English publications since 2000, yielded only 12 relevant articles among 1524 records. Literature was limited to parent-based studies, guidelines, reviews or commentaries. There was scant attention to the immediate roles of bus drivers and aides. Literature recommendations included increased attention to the needs of children with NDDs and improved communication, collaboration, support and training across all key stakeholders, particularly to improve implementation of individual child safety plans. Further research is needed on this critical support service for many families.

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8. Fedewa M, Watkins L, Barnard-Brak L, Akemoglu Y. A Systematic Review and Meta-Analysis of Single Case Experimental Design Play Interventions for Children with Autism and Their Peers. Review Journal of Autism and Developmental Disorders. 2024; 11(2): 361-83.

This systematic review and meta-analysis examined interventions targeting play skills of children with autism spectrum disorder (ASD) involving typically developing (TD) peers. The objectives of this work are to (a) identify and describe the characteristics and components of interventions aimed at improving play skills in children with ASD and their TD peers, (b) examine the role of peers in interventions, (c) evaluate intervention effects, and (d) identify potential moderating variables that may influence intervention outcomes. Twenty single-case experimental design (SCED) studies published between 2000 and 2020 were included and summarized. The majority of interventions produced significant effects, further supporting the inclusion of TD peers in interventions targeting play skills for children with ASD. Recommendations for future research and practice are discussed.

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9. Nwokolo EU, Langdon PE, Murphy GH. Screening for Intellectual Disabilities and/or Autism Amongst Older Children and Young Adults: a Systematic Review of Tools for Use in Africa. Review Journal of Autism and Developmental Disorders. 2024; 11(2): 384-406.

There are many well-developed screening tools for both intellectual disabilities and autism, but they may not be culturally appropriate for use within Africa. Our specific aims were to complete a systematic review to (1) describe and critically appraise short screening tools for the detection of intellectual disabilities and autism for older children and young adults, (2) consider the psychometric properties of these tools, and (3) judge the cultural appropriateness of these tools for use within Africa. Six screening tools for intellectual disabilities and twelve for autism were identified and appraised using the Consensus-based Standards for the Selection of Health Measurement Instruments (COSMIN) guidelines. We identified two screening tools which appeared appropriate for validation for use within African nations.

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10. Dal Pai J, Wolff CG, Aranchipe CS, Kepler CK, dos Santos GA, Canton LAL, de Carvalho AB, Richter SA, Nunes ML. COVID-19 Pandemic and Autism Spectrum Disorder, Consequences to Children and Adolescents — a Systematic Review. Review Journal of Autism and Developmental Disorders. 2024; 11(2): 407-32.

In this systematic review, we aimed to identify the impact of the COVID-19 pandemic on children/adolescents with a diagnosis of autism spectrum disorder (ASD). The protocol was registered on PROSPERO CRD42021255848. Articles were selected from PubMed, Embase, and LILACS according to these characteristics: patients from zero to 18 years old, exposed to the COVID-19 pandemic, impact on social communication/interaction and restricted/repetitive behavior domains. The Newcastle–Ottawa Scale was used to assess methodological quality and the risk of bias. Of the 351 articles initially identified, 26 were finally included with information on 8,610 patients. Although the studies were heterogeneous, they indicated that the pandemic-related issues experienced by patients with ASD were mostly manifested in their behavior and sleep patterns.

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11. Harris K, Rosinski P, Wood-Nartker J, Hill Renirie R. Developing Inclusive Playgrounds That Welcome All Children—Including Those with Autism. Review Journal of Autism and Developmental Disorders. 2024; 11(2): 433-41.

Playgrounds are crucial spaces where children can develop within their formative years. Children with autism spectrum disorder (ASD) require additional support that caters to their sensory and social needs. A systematic literature review identified design characteristics to transform a play space into an environment where physical, social, and personal growth for children of varying abilities is encouraged. To model these recommendations, an examination of a playground was conducted with suggestions adapted to develop an accessible play environment. Results showed that there is a need for outdoor play spaces that engage children in building and maintaining relationships with peers. Providing equitable access to play allows people to come together due to a shared need for connectivity.

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12. Esqueda Villegas F, van der Steen S, Minnaert A. Interactions Between Teachers and Students with Autism Spectrum Disorder in Mainstream Secondary Education: Fundamental, yet Under-Researched. Review Journal of Autism and Developmental Disorders. 2024; 11(2): 442-57.

This study aimed to identify which aspects of teacher-student interactions contribute to a successful inclusion of students with autism spectrum disorder (ASD) in mainstream secondary classrooms. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines were followed. Eight studies fulfilled our criteria, and we identified teacher-related and student-related themes. Most of the included studies did not focus on interactions between teachers and students with ASD, but on requirements that could influence these interactions. Teachers often seemed to infer the needs of students with ASD during their interactions, which, as we illustrate, may not always be in line with their actual needs. We discuss the implications of this gap in the literature and how to bridge this gap.

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