1. Guerrero-Vásquez LF, López-Nores M, Pazos-Arias JJ, Robles-Bykbaev VE, Bustamante-Cacao KC, Jara-Quito HJ, Bravo-Torres JF, Campoverde-Jara PX. Systematic Review of Technological Aids to Social Interaction in Autistic Spectrum Disorders from Transversal Perspectives: Psychology, Technology and Therapy. Review Journal of Autism and Developmental Disorders. 2024; 11(3): 459-88.

Multiple technological aids have been proposed to support the social interactions of people with autism. The literature is extensive, but in many of the works there is a lack of clear processes focused on improving social skills. In this paper, we analyse a selection of 57 technological supports from the last 10 years, whose main characteristic is the quality and clarity of the design and evaluation processes. The objective is to provide the research community with a complete and interdisciplinary mapping of the main technological supports applied to social interaction, identifying the existing relationships between different axes of analysis: the psychological theories that support each approach, the types of technology used and the therapeutic models applied.

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2. Azari H, Morovati A, Gargari BP, Sarbakhsh P. An Updated Systematic Review and Meta-Analysis on the Effects of Probiotics, Prebiotics and Synbiotics in Autism Spectrum Disorder. Review Journal of Autism and Developmental Disorders. 2024; 11(3): 489-503.

Autism Spectrum Disorder (ASD) is a constellation of social communication problems in addition to unusual and repetitive behaviors. In this review, we aimed to investigate the effects of probiotics, prebiotics or synbiotics on gastrointestinal (GI) and behavioral symptoms of ASD. We searched the relevant literature in several electronic databases. In total, 344 children with ASD were investigated in this review. The results of this review demonstrated significant effects of the intervention with probiotics and prebiotics on all domains of Autism Treatment Evaluation Checklist (ATEC) score. There were also different reports about their beneficial effects on the improvement of gastrointestinal symptoms, although a need for more clinical trials with the same doses and types of microorganisms is also highlighted.

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3. Holloway JM, Gray HL, Buro AW, Thomas J, Sauls R, Howard AM. Measurement Tools to Assess Usual Dietary Intake and Physical Activity in Individuals with Autism Spectrum Disorder: a Scoping Review. Review Journal of Autism and Developmental Disorders. 2024; 11(3): 504-24.

This review aimed to identify measurement tools to assess dietary intake and physical activity (PA) among individuals with autism spectrum disorder (ASD) and describe the evidence of validity and availability of each tool. Searches were conducted in PubMed, Embase, CINAHL, and PsycINFO using keywords for ASD, PA, diet, and assessment/measurement (n = 2364 articles). After removing duplicates and title/abstract screening, 212 full-text articles were reviewed, and 113 articles were included for data extraction. The most common dietary and PA assessment tools were identified, and each reviewer independently extracted the data on target population of the assessment tool, type of instrument, evidence on psychometrics validation, constructs measured, and instrument availability. Our findings highlight the need for instruments developed for and/or validated in this population.

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4. Yakubova G, Chen BB, Defayette MA. The Use of Technology-Based Interventions in Teaching STEM Skills to Autistic Students in K-12 Settings: A Systematic Review. Review Journal of Autism and Developmental Disorders. 2024; 11(3): 525-44.

In this systematic review, we examined the use of technology-based interventions to teach science, technology, engineering, and mathematics (STEM) skills to K-12 autistic students. Twenty peer-reviewed articles with 59 autistic participants, ages 5–21 and published between 2012 and 2021 were included. Studies used a variety of technology-based interventions, including video-based intervention (n = 10), virtual manipulatives (n = 7), computer-assisted instruction (n = 2), and e-texts (n = 1). Sixteen studies focused on mathematics skills, three studies on science skills, and one on both. Using the Reichow et al. (2008) evaluative method, we determined that technology-based interventions for teaching STEM skills to K-12 autistic students can be classified as an established evidence-based practice. Yet, readers should use caution when interpreting the findings, as a variety of technology-based intervention were included in this study.

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5. Han C, Cumming TM. Teachers’ Beliefs About the Provision of Education for Students with Autism Spectrum Disorder: A Systematic Review. Review Journal of Autism and Developmental Disorders. 2024; 11(3): 545-63.

Teachers’ beliefs may influence their teaching practices and use of strategies and interventions. In recent years, the prevalence of autism spectrum disorder has been on the rise, and there has been an increase in the number of students with autism enrolled in mainstream schools. However, teachers often feel ill-prepared to provide appropriate support for students with autism and may hold different beliefs about these students and how to support them. Although empirical studies exploring teachers’ beliefs exist, very few studies have systematically examined and analysed teachers’ beliefs about teaching students with autism. This study used a systematic review methodology to locate previous studies focused on exploring teachers’ beliefs towards students with autism, published in peer-reviewed journals in the past 10 years (2012–2021). The results of the data analysis conceptualised five major themes about different types of teachers’ beliefs. The implications for teachers’ practices, education reforms, and further research directions are also provided.

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6. Mason RA, Lory C, Gregori E, Gerow S, Rispoli MJ, David M, Kim SY, Wang D. Evidence-Based Practice in Inclusive Settings for Students with Autism: a Best-Evidence Synthesis. Review Journal of Autism and Developmental Disorders. 2024; 11(3): 564-80.

Educators are charged with the task of providing specialized programming to meet individual needs while also ensuring this occurs in the least restrictive environment, with as much inclusion as possible. Research has demonstrated the importance of access to evidence-based practices (EBP) to ensuring positive outcomes on targeted skills for students with autism; however, it is less clear what evidence exists supporting the implementation of these EBPs in a variety of inclusive settings. Thus, the purpose of this literature review was to evaluate the quality and strength of evidence for the implementation of EBPs to improve targeted skills in a variety of inclusive settings for students with autism. The 79 studies that met the inclusion criteria and quality standards included 120 experiments that met the quality standards. The strength of effect varied with 33% demonstrating non-effects, of which 77% demonstrated moderate to strong effects. EBPs have most frequently been evaluated in inclusive whole group settings and less frequently in small group settings. Females, secondary-age participants, and participants with high support needs are rarely included. Social communication is targeted most frequently, whereas academic skills are rarely targeted for improvement in the inclusive literature. Implications for practice and direction for future research are discussed.

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7. de Souza Silva E, Castro K, Valle SC, dos Santos Vaz J. Dietary Assessment Methods Applied in Clinical and Epidemiological Studies in Children and Adolescents with Autism Spectrum Disorder: a Systematic Review. Review Journal of Autism and Developmental Disorders. 2024; 11(3): 581-94.

We conducted a systematic review of the literature to evaluate the quality of the dietary data and the methods used to obtain them in studies with children and adolescents with ASD. The search of PsycINFO, PubMed, SciELO, and Web of Science using SPIDER strategy retrieved 1975 studies. Data on dietary intake assessment methodologies were extracted. Eighty-nine studies were included. Food records and food frequency questionnaires were the most frequent dietary assessment methods. Overall, studies presented a low quality score. Most of them did not report dietary assessment of bias, description of dietary method application, validity, sensitivity analyses, and statistical adjustments. Future studies must improve the application of dietary assessment methods to advance scientific evidence related to nutrition in ASD.

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8. Lockhart AK, Sharpley CF, Bitsika V. Mu Desynchronisation in Autistic Individuals: What We Know and What We Need to Know. Review Journal of Autism and Developmental Disorders. 2024; 11(3): 595-606.

Autism spectrum disorder (ASD) is a neurodevelopmental condition that includes social-communication deficits and repetitive and stereotypical behaviours (APA 2022). Neurobiological methods of studying ASD are a promising methodology for identifying ASD biomarkers. Mu rhythms (Mu) have the potential to shed light on the socialisation deficits that characterise ASD; however, Mu/ASD studies thus far have yielded inconsistent results. This review examines the existing Mu/ASD studies to determine where this variability lies to elucidate potential factors that can be addressed in future studies.

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9. Ridout S, Eldevik S. Measures Used to Assess Treatment Outcomes in Children with Autism Receiving Early and Intensive Behavioral Interventions: A Review. Review Journal of Autism and Developmental Disorders. 2024; 11(3): 607-19.

This review is aimed at identifying assessment instruments used to measure treatment outcomes in children with autism spectrum disorder who received early and intensive behavioral interventions. Forty three articles were included and appraised using the Council for Exceptional Children’s Standards for Evidence Based Practice quality index rater. Ninety-two outcome measures were discovered. Measures of adaptive functioning (91%), intellectual functioning (86%), and core symptoms (67%) of autism were represented with the highest frequencies. Measures of challenging behavior and parent or caregiver wellbeing were reported at 30% and 14% respectively. Reliability and validity of each measure were determined by recently published psychometric data. The utility of outcome measures in clinical practice is discussed.

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10. Gellini H, Marczak M. “I Always Knew I Was Different”: Experiences of Receiving a Diagnosis of Autistic Spectrum Disorder in Adulthood—a Meta-Ethnographic Systematic Review. Review Journal of Autism and Developmental Disorders. 2024; 11(3): 620-39.

A broadening of diagnostic criteria and increased awareness of autism has led to a large number of individuals whose difficulties remained undetected until adulthood. This systematic review aimed to synthesise empirical evidence of the experience of individuals who received their diagnosis of autism in adulthood. Eight studies met the inclusion criteria. A meta-ethnographic approach was used to synthesise the findings. Analysis revealed two meta-themes: feeling “like an alien” and the “not guilty” verdict, each with three associated subthemes. The findings indicate the need for timely diagnosis and provision of post-diagnostic support to alleviate the mental health implications of not having a framework to understand one’s experiences and to support the process of adjustment to the diagnosis.

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11. Layman LN, Dufrene BA, Ackley MM, Weaver CM, Schneider DE, LaBrot ZC, Taylor CN, Rahaman JA, Tawney KN, Hart T, Olmi DJ. Interview-Informed Synthesized Contingency Analyses on Challenging Problem Behavior: a Single-Case Meta-analysis. Review Journal of Autism and Developmental Disorders. 2024; 11(3): 640-58.

The purpose of the current study was to conduct a thorough review of the literature on the interview-informed synthesized contingency analysis (IISCA) developed by (Hanley et al., Journal of Applied Behavior Analysis 47:16–36, 2014)) and its subsequent treatment outcomes. A total of 39 articles were identified with 235 participants participating in 293 synthesized contingency analyses (SCAs) and 111 treatment evaluations. Results indicated that 95.56% of identified SCAs were reported to be differentiated. Similarly, reductions in problem behavior were seen in all 111 treatment analyses. Results of the current review, including effect size measures (i.e., Tau-U and Hedge’s g), indicate that the IISCA and function-based interventions developed from the results of IISCA produce statistically significant results. Limitations and future directions are also discussed.

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12. Durocher JS, Mittal R, Furar E, Memis I, Cavalcante L, Klahr L, Eshraghi RS, Alessandri M, Eshraghi AA. Transition to Adulthood for Women on the Spectrum: A Brief Narrative Review. Review Journal of Autism and Developmental Disorders. 2024; 11(3): 659-65.

Research in the field of autism spectrum disorders (ASD) focuses mainly on school-aged children and male participants. This has left substantial gaps in our understanding of the life course of autistic individuals, particularly autistic females, once they reach adulthood. The objective of this concise narrative review is to discuss the current literature on autistic women with a focus on transitioning to adulthood, specifically in the areas of quality of life, post-secondary education and employment. Given that the evidence so far suggests widely inconsistent findings, we conclude that future research is needed to more carefully elucidate the unique needs of women on the spectrum during the process of transitioning to adulthood, and to identify evidence-based practices that could better support this population.

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