1. Douglas SN, Bagawan A, West P. A Theory-Generating Qualitative Meta-synthesis to Understand Neurotypical Sibling Perceptions of their Relationship with Siblings with Autism Spectrum Disorders. Review Journal of Autism and Developmental Disorders. 2024; 11(4): 667-81.

The relationships between neurotypical (NT) children and their sibling with autism spectrum disorder (ASD) can be complex and lead to stress and strained relationships. Existing theories help us understand the relationships of children with ASD and their caregivers, but we have limited knowledge about the experiences of NT siblings. To fill this gap, we conducted a theory-generating meta-synthesis related to the experiences of individuals who have a sibling with ASD. Our findings produce a new theory that illustrates the various factors that impact these relationships (e.g., characteristics of individual with ASD, the family, and NT sibling) and influence adaptation for NT siblings of children with ASD. Implications for practice, limitations, and future research directions are discussed.

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2. Overton GL, Marsà-Sambola F, Martin R, Cavenagh P. Understanding the Self-identification of Autism in Adults: a Scoping Review. Review Journal of Autism and Developmental Disorders. 2024; 11(4): 682-702.

Adults are increasingly self-identifying as autistic, and reporting problems being referred for an autism diagnostic assessment. This scoping review aims to ascertain: (1) what research has been conducted on the self-identification process of autism in adults, who do and do not have a formal diagnosis of autism, and (2) which aspects of the self-identification process could be used to improve the referral and the diagnostic process of an adult autism assessment. The main themes identified were: the diagnostic process from a client´s perspective; the process of self-identifying as autistic from a lifespan perspective; an autistic identity; sexual identity and experiences, and the perception of autism as a difference or a disability. These themes could positively enhance the referral and diagnostic process.

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3. Bilgili-Karabacak I, Dueñas AD, Settanni E, Bauer K. A Quantitative Systematic Review of Sibling-Mediated Interventions for Young Children with Autism: Effects on Sibling Outcomes. Review Journal of Autism and Developmental Disorders. 2024; 11(4): 703-19.

Sibling-mediated interventions (SMI) have the potential to increase social communication, play, and interpersonal skills for children on the autism spectrum. However, less is known about effective practices for training siblings to be intervention mediators. Existing SMI systematic reviews and meta-analyses have focused on the effects of SMIs for children on the autism spectrum. The purpose of this meta-analytic review was to (a) examine the methodological quality of existing single-case experimental design SMI studies based on What Works Clearinghouse standards; and (b) calculate omnibus effects for participants with autism and their siblings. Nineteen studies were located which met standards with or without reservations. Omnibus effect sizes were low for children with autism and moderate for neurotypical siblings.

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4. Small R, Belluigi DZ. Parents’ Reported Satisfaction of Their Children’s Assessment and Diagnoses of ASD: A Cross-Country Systematic Literature Review. Review Journal of Autism and Developmental Disorders. 2024; 11(4): 720-32.

This paper represents a systematic review of peer-reviewed articles which included reports of parental dis/satisfaction about their child’s autism spectrum disorder (ASD) assessment and diagnoses. Five themes emerged which are visualised in evidence maps: country comparisons of parental dis/satisfaction; factors which enhanced satisfaction; barriers which prohibited satisfaction; differences in national diagnostic methodology; and the chronology of diagnoses across countries. Evidence gaps indicate the lack of unified approaches to the diagnostic process; underrepresentation of such research showing a geographical spread; a lack of unified approaches to the diagnostic process; and where a significantly higher reporting of dissatisfied outcomes was documented. Results indicate that higher parental dissatisfaction is linked to those whose children had undergone the ASD diagnostic process, and those experiencing negative cultural stigmas prior to, or throughout, their child’s ASD diagnosis.

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5. Kalisch LA, Lawrence KA, Baud J, Spencer-Smith M, Ure A. Therapeutic Supports for Neurodiverse Children Who Have Experienced Interpersonal Trauma: a Scoping Review. Review Journal of Autism and Developmental Disorders. 2024; 11(4): 733-55.

This review examined the therapeutic support literature for children with autism and/or an intellectual disability who have experienced interpersonal trauma. We captured studies that implemented a therapeutic support with this population and synthesised articles that made clinical practice recommendations. Fifty-two relevant articles were identified, and four patterns were uncovered. First, primary studies in this research domain are scant, diffuse, and largely lacking in methodological consistency. Second, the literature favoured therapeutic supports that relied less on verbal skills and/or demanded a high cognitive load. Further, parent/caregiver involvement was repeatedly emphasised. Finally, methods of therapeutic support delivery appeared consistent with the broader neurodevelopmental literature. Overall, these results provide an important first step toward establishing best practice for supporting these vulnerable children.

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6. Fatima M, Babu N. Cognitive and Affective Empathy in Autism Spectrum Disorders: A Meta-analysis. Review Journal of Autism and Developmental Disorders. 2024; 11(4): 756-75.

Research has consistently shown that individuals with Autism Spectrum Disorder (ASD) exhibit Empathy deficits. The aim of this study was to systematically review and meta-analyze the research conducted in the domain of cognitive and affective Empathy in Autism. The author also attempted to see the influence of moderators, such as age, culture, and measure-used, on the effect sizes. To fulfill the objective, the meta-analysis was performed on 35 studies that fulfilled the inclusion criteria with the help of the Meta-essentials, which is a free excel meta-analysis tool that facilitates the integration of effect sizes from various studies. The results indicated that the ASD group differs significantly from typically developing (TD) group in both cognitive and affective empathy. The effect size for cognitive empathy was very large (1.26), whereas, for affective empathy, the effect size was medium (0.58). Further, there was a significant moderating effect of the type of measure used on cognitive empathy. However, there are a few limitations of the present meta-analysis. Firstly, it does not shed light on how symptom severity in Autism influences empathy. Secondly, all the possible moderating variables influencing empathy could not be considered. Lastly, the generalizability of the findings may be limited owing to the limitations present in the included studies themselves. The present meta-analysis has implications for conceptualizing cognitive and affective empathy appropriately, and developing appropriate measures to assess empathy in the Autism population.

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7. Walker E, Walton C. Gender Dysphoria, Autism and Intellectual Disability: A Systematic Review. Review Journal of Autism and Developmental Disorders. 2024; 11(4): 776-89.

Gender dysphoria (GD) appears disproportionately common in people with autism spectrum disorders (ASDs). Concurrent intellectual disability (ID) may limit assessment of these individuals and their access to gender-affirming healthcare. This study aims to summarise knowledge on the presentation of GD in those with co-occurring ASD and ID.

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8. Gosling J, Purrington J, Hartley G. Exploring the Lived Experiences of Autistic Women: A Thematic Synthesis. Review Journal of Autism and Developmental Disorders. 2024; 11(4): 790-805.

Qualitative research articles exploring experiences of autistic women were systematically reviewed through searches on five electronical databases, alongside backward citation searches. A total 10 articles encompassing 226 participants were identified. A thematic synthesis revealed four main themes: interpersonal relationships which included four subthemes of friendships, intimate relationships, sexual exploitation/abuse, and camouflaging and mimicry; diagnosis; vocation and education which included three subthemes of school, employment, and bullying; and service provision. The lived experiences reported across these themes reflected a long-term journey for these individuals, towards realising their identities. These journeys were coloured with difficult relationships, problematic school/work lives, and ineffective service provision. Such experiences largely emanated from others’ expectations, based on gender or diagnosis stereotypes. Research and practice implications are discussed.

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9. Tincani M, Ji H, Upthegrove M, Garrison E, West M, Hantula D, Vucetic S, Dragut E. Vocational Interventions for Individuals with ASD: Umbrella Review. Review Journal of Autism and Developmental Disorders. 2024; 11(4): 806-42.

Adults with autism spectrum disorders (ASD) are disproportionately unemployed in comparison to adults without disabilities. In this umbrella review, we summarized the findings of 31 systematic reviews and meta-analyses of ASD vocational intervention research, encompassing 287 primary intervention studies. Most primary studies focused on strategies for teaching low-skill job tasks. In contrast, few primary studies examined interventions to improve more direct and meaningful measures of employment, such as job attainment, wages, hours worked, benefits, and job satisfaction. Over 60% of primary studies evaluated either behavioral or technology interventions, with a substantial overlap of primary studies between reviews. Few primary studies explored other approaches, including comprehensive support strategies, accommodations typically found in the workplace, and strategies for teaching job seeking. Intervention effects were generally positive; however, review study quality was variable and low for many reviews, constraining the interpretation of findings. Most reviews reported incomplete primary study participant demographic information, rendering it challenging to generalize findings outside of the reviews. Our results highlight the need for a greater focus on outcome measures indicative of actual employment, the evaluation of a greater variety of interventions, including accommodations typically found in the workplace, and the need to assess comprehensive support. Low review quality underscores the need for improved methodological rigor in reviews of vocational intervention research.

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10. Oswald C, Paleczek L, Maitz K, Husny M, Gasteiger-Klicpera B. Fostering Computational Thinking and Social-emotional Skills in Children with ADHD and/or ASD: a Scoping Review. Review Journal of Autism and Developmental Disorders. 2024; 11(4): 843-62.

Although Computational Thinking (CT) is considered an essential 21st century skill, little is known about teaching CT to students with autism spectrum disorder (ASD) and/or attention deficit/hyperactivity disorder (ADHD). To address this gap in the research, we conducted a scoping review to identify those approaches promoting programming skills and/or CT in children aged 6–15 with ASD and/or ADHD. We also investigated which other skills were simultaneously fostered and examined the challenges and benefits reported in the interventions undertaken. Results indicate that fostering programming and/or CT in students with ASD and/or ADHD has a beneficial effect. CT-related skills acquired by such students were found to persist beyond the intervention period and were often associated with an improvement in student social-emotional competences.

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11. Zhang X-y, Spruyt K. Non-Verbal Social Skills Assessment in Rett Syndrome: a Systematic Review. Review Journal of Autism and Developmental Disorders. 2024; 11(4): 863-80.

Rett syndrome (OMIM #312750) is a progressive neurodevelopmental disease with clinical manifestations including loss of spoken language and apraxia. We summarized per PRISMA guidelines findings on their non-verbal social skills. Twelve studies (n = 479 females, 1.6–52 years) were sorted into a (non-)interventional design including video-coding, eye-tracking, and questionnaire studies. Across methodology, poor non-verbal social functioning was found, with eye gaze function being the most examined modality. Findings showed similar responsiveness to social stimuli as typically developing subjects but with difficulties in sustained attention and in recognizing novel social stimuli. Particularly, the music treatment showed to improve their skills. Concluding, due to severe movement disorder and apraxia, the brief gaze intent might be misconstrued beyond the caregiver’s perception or familiar situations.

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12. Kazzi C, Campbell L, Porter M. Psychological therapies for anxiety in autistic individuals with co-occurring intellectual developmental disorder: A systematic review. Review Journal of Autism and Developmental Disorders. 2024; 11(4): 881-97.

This systematic review aimed to evaluate the efficacy of psychological therapies for anxiety for people with autism and co-occurring intellectual developmental disorder (AUT + IDD). A systematic search identified 13 studies comprising 49 participants with AUT + IDD, aged between 5 and 41 years. Most studies were single-case experimental designs (n = 7) or case studies or case series (n = 4). Studies implemented cognitive behavioural therapy (n = 4) or exposure therapy techniques (n = 9). All studies reported a reduction in anxiety symptoms, as measured by either quantitative measures or defined as participants meeting end of treatment criterion. However, the conclusions are preliminary due to the methodological limitations of the current literature. The implications of these findings, as well as recommendations for future direction in the field, are discussed.

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