Review Journal of Autism and Developmental Disorders – 2-1 – Mars 2015
1. Lough E, Flynn E, Riby DM. Mapping Real-World to Online Vulnerability in Young People with Developmental Disorders : Illustrations from Autism and Williams Syndrome. Review Journal of Autism and Developmental Disorders. 2015 ; 2(1) : 1-7.
The Internet poses a new kind of threat, especially for those individuals already vulnerable in society. The current paper draws on the social phenotypes associated with autism spectrum disorder (ASD) and Williams syndrome (WS) to propose that individuals with some developmental disorders face an elevated level of risk whilst online. Many individuals with ASD struggle to maintain social relations and are frequent users of screen-based technology, using the Internet to seek out social connections. Similarly, individuals with WS harbour an extreme pro-social drive to interact with others, both familiar and unfamiliar, and experience difficulties understanding the subtle nuances of social behaviour. Specific risk factors such as these are used to illustrate the case for online vulnerability in developmental disorders.
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2. Carr ME, Anderson A, Moore D, Evans WH. How Should We Determine Treatment Effectiveness with Single-Case Design Research for Participants with Autism Spectrum Disorder ?. Review Journal of Autism and Developmental Disorders. 2015 ; 2(1) : 8-18.
Guidelines to inform research evidence standards have acknowledged that there is currently no agreed-upon method for treatment effect size estimation in single-case research. This study has examined the application of treatment effect size calculations to supplement visual analysis in singlecase research designs (SCD) for participants with autism spectrum disorder (ASD). Ethical considerations for researchers regarding the collection of baseline data in light of behaviors often associated with ASD are discussed. The adequacy of the volume of data points from baseline and treatment phases was explored, and the conclusion had drawn that the majority of studies were not suitable for regression calculations. The median length of total data series was also explored, and the suitability of three nonparametric hand calculations, percentage of nonoverlap (PND), percentage of all nonoverlapping data (PAND), and nonoverlap of all pairs (NAP), is discussed in this light.
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3. Goreczny AJ, Hobbs ER, Peterson LM, Bosse RM, Perrell CJ. Improving Quality of Care for Individuals with Intellectual and Developmental Disabilities via Consultation : Process Improvement and Support of Interprofessional Teams. Review Journal of Autism and Developmental Disorders. 2015 ; 2(1) : 19-25.
Working with individuals with intellectual disabilities presents unique opportunities and challenges. In addition to challenges presented by having a disability (e.g., communicating with others), is the obscurity of coordination of services within an often fragmented service delivery system. One response has been to create a system that brings together various professionals responsible for an individual’s care and identify possible courses of action to address identified concerns, both medical and behavioral. In this paper, we discuss development of the team, describe changes that have resulted in improved processes, and highlight some of the successful outcomes. We also discuss implications for policies and practices related to working via such an approach and its benefits.
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4. Drysdale H, van der Meer L, Kagohara D. Children with Autism Spectrum Disorder from Bilingual Families : a Systematic Review. Review Journal of Autism and Developmental Disorders. 2015 ; 2(1) : 26-38.
Because social communication impairment is a defining feature of autism spectrum disorder (ASD), making the right decision regarding language use for bilingual families of children with ASD is pertinent. The present review evaluated eight studies identified as addressing bilingual language development in 182 children with ASD and issues/perceptions of bilingualism in 62 parents of children with ASD. Studies were summarized in terms of participants, languages spoken and communication level, assessment/intervention, instruments, main findings, and evidence of bilingual language development. Findings suggested bilingualism does not have a negative impact on language development for children with ASD, but the majority of parents reported that practitioners predominantly advised against providing a bilingual environment. Evidence-based recommendations regarding the adoption of bilingualism for families of children with ASD are discussed.
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5. James R, Sigafoos J, Green VA, Lancioni GE, O’Reilly MF, Lang R, Davis T, Carnett A, Achmadi D, Gevarter C, Marschik PB. Music Therapy for Individuals with Autism Spectrum Disorder : a Systematic Review. Review Journal of Autism and Developmental Disorders. 2015 ; 2(1) : 39-54.
We identified, summarized, and appraised the certainty of evidence for 12 studies investigating the use ofmusic therapy for individuals with autism spectrum disorder (ASD). The studies were summarized in terms of (a) participant characteristics, (b) dependent variables, (c) procedures, (d) results, and (e) certainty of evidence. A total of 147 participants aged 3 to 38 years were included in the 12 studies. Dependent variables included : (a) decreasing undesirable behavior, (b) promoting social interaction, (c) improving independent functioning, (d) enhancing understanding of emotions, and (e) increasing communication. Music therapy included the use of specific songs with lyrics related to target skills as well as musical improvisation. Outcomes were positive for 58% of the studies and mixed for 42% of the studies. Certainty of evidence was rated as conclusive for 58 % of the studies. The existing literature suggests that music therapy is a promising practice for individuals with ASD, but additional research is warranted to further establish its generality and the mechanisms responsible for behavior change.
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6. Plavnick JB, Marchand-Martella NE, Martella RC, Thompson JL, Wood AL. A Review of Explicit and Systematic Scripted Instructional Programs for Students with Autism Spectrum Disorder. Review Journal of Autism and Developmental Disorders. 2015 ; 2(1) : 55-66.
Despite deficits in academic outcomes for individuals with autism spectrum disorder (ASD), a relatively small proportion of intervention research has investigated interventions to address academic development for this population. This article includes a review of the research literature on the effectiveness of teaching academic skills to students with ASD using explicit and systematic scripted (ESS) programs. Nine studies were located and evaluated using descriptive analysis and quality indicators for single-case experimental design research. Results showed that only one study met all quality indicators for single-case research and that ESS programs are not evidence-based practices for individuals with ASD, though there is enough promise to warrant additional investigation. Limitations and areas of future research are discussed.
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7. Carr ME. A Sensitivity Analysis of Three Nonparametric Treatment Effect Scores for Single-Case Research for Participants with Autism. Review Journal of Autism and Developmental Disorders. 2015 ; 2(1) : 67-78.
The widely used percentage of nonoverlapping data (PND) treatment effect calculation was compared to more recently developed methods which, it has been argued, better account for outlying variables and trend in single-case design (SCD) intervention studies. Percentage of all nonoverlapping data (PAND) and nonoverlap of all pairs (NAP) were selected for comparison as both are amenable to hand calculation, making them widely accessible to clinicians and teachers as well as researchers. A data set was developed through a systematic search of peer-reviewed literature on self-management interventions conducted with participants with autism spectrum disorder (ASD). Treatment effect sizes derived from each method were compared for studies that provided sufficient data. Results indicated that PND provided a conservative measure of strength of treatment effect when compared to PAND and NAP scores. Interpretation scales for treatment effect scores derived from each method were reviewed. Implications for selecting a calculation method for participants with ASD are discussed.
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8. Hassenfeldt TA, Lorenzi J, Scarpa A. A Review of Parent Training in Child Interventions : Applications to Cognitive-Behavioral Therapy for Children with High-Functioning Autism. Review Journal of Autism and Developmental Disorders. 2015 ; 2(1) : 79-90.
The number of individuals with autism spectrum disorders (ASD) diagnoses is increasing rapidly, indicating a need for multi-faceted interventions. The addition of a parent training component to cognitive-behavioral therapy (CBT) has been effectively used to treat a variety of psychological disorders in children to support generalization of skills and to reduce the burden of intensive therapy by using parents as cotherapists. We review these treatments as applied to childhood anxiety, oppositional/conduct, and attention-deficit/hyperactivity problems, as well as ASD-specific treatments that combine CBT with a parent component. The Stress and Anger Management Program, a 9-week emotion regulation treatment for school-aged children with high-functioning ASD, is described here as one example of a group CBT intervention that includes parent training.
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9. Tullis CA, Cannella-Malone HI, Payne DO. Literature Review of Interventions for Between-Task Transitioning for Individuals with Intellectual and Developmental Disabilities Including Autism Spectrum Disorders. Review Journal of Autism and Developmental Disorders. 2015 ; 2(1) : 91-102.
Transitioning between activities or settings may pose great difficulty for individuals with intellectual and developmental disabilities, yet engaging in independent, smooth transitions may be a requisite skill for inclusion in a number of school and community settings. In the current empirical literature review, 32 studies that focused on teaching independent transitioning skills or decreasing challenging behavior in the context of transitions were examined. Studies were divided into two general categories : (a) decreasing challenging behavior and (b) teaching independent transitions. Each general category was then divided into subcategories : antecedent-or consequence-based strategies. The goals of this review were to determine what interventions are most prevalent and effective in the current literature base, identify the extent to which effects are maintained and generalized, and suggest directions for future research.
