1. Sevin JA, Rieske RD, Matson JL. A Review of Behavioral Strategies and Support Considerations for Assisting Persons with Difficulties Transitioning from Activity to Activity. Review Journal of Autism and Developmental Disorders. 2015 ; 2(4) : 329-42.

Repetitive and restricted behaviors and interests are a major feature of Autism Spectrum Disorder (ASD). Insistence on sameness, rigid adherence to rituals and routines and resistance to change, and related symptoms can have a highly disruptive impact on an individual’s ability to transition from one task to the next and progress through the different steps within a task. Difficulties with transitions can represent a major barrier in treatment and care, impede learning, and contribute to significant distress in individuals with an ASD. A number of behavioral approaches to facilitating transitions in persons with an ASD have been investigated. The current paper reviews the available research on strategies to support individuals in transitions between daily activities and tasks. Current trends and future directions are discussed.

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2. Deliens G, Leproult R, Schmitz R, Destrebecqz A, Peigneux P. Sleep Disturbances in Autism Spectrum Disorders. Review Journal of Autism and Developmental Disorders. 2015 ; 2(4) : 343-56.

Sleep problems have been commonly reported in children with autism spectrum disorder (ASD). This review takes a lifespan perspective in discussing recent findings on sleep disturbances in ASD, including sparse but pivotal studies in toddlers and adults. Current evidence shows that more than a mere comorbidity, sleep disturbances can represent a key factor in ASD. Already present before the age of 2, sleep problems are one of the early warning signs of ASD, which persist through lifespan. Genetic, epigenetic, psychological, and social/environmental factors involved in sleep disturbances in ASD contribute to better understand the core symptoms of autism (restricted and repetitive behaviors, communication, and social deficits). Although often considered as secondary by the therapeutic community, behavioral and pharmacological sleep interventions are efficient to reduce symptoms severity in ASD individuals and improve parents’ mental health. This review should convince the scientific and medical community to address sleep complaints and autism symptoms together rather than separate entities.

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3. McLay L, Carnett A, Tyler-Merrick G, van der Meer L. A Systematic Review of Interventions for Inappropriate Sexual Behavior of Children and Adolescents with Developmental Disabilities. Review Journal of Autism and Developmental Disorders. 2015 ; 2(4) : 357-73.

This review provides a systematic analysis of studies that evaluated interventions for inappropriate sexual behavior(s) of children and adolescents with developmental disabilities. Searches of databases, reference lists, and journals yielded 12 studies that met the predetermined inclusion criteria. Each study was summarized in terms of (a) participant characteristics, (b) dependent variables, (c) research design, (d) measures and data collection procedures, (e) independent variables, (f) treatment integrity, (g) results, and (h) level of certainty. All of the 12 studies reported decreases in the target behavior as the result of intervention. The most common intervention involved the use of multi-component behavioral strategies. Clinical implications and suggestions for future research are discussed.

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4. Miyazaki C, Koyama M, Ota E, Swa T, Amiya RM, Mlunde LB, Tachibana Y, Yamamoto-Hanada K, Mori R. Allergies in Children with Autism Spectrum Disorder : a Systematic Review and Meta-analysis. Review Journal of Autism and Developmental Disorders. 2015 ; 2(4) : 374-401.

The presentation of allergic diseases in children with autism spectrum disorder (ASD) was evaluated systematically through a literature search using MEDLINE, EMBASE, Cochrane Library, and CINAHL databases. Any comparative studies on children with ASD and allergic diseases were evaluated for eligibility followed by risk of bias assessment, data synthesis, and meta-analysis. No randomized clinical trials were identified but 10 eligible observational studies were found, all of low methodological quality. A high estimated prevalence of asthma (OR 1.69, 95 % CI 1.11 to 2.59 ; 2,191 ASD children) and atopic rhinitis (OR 1.66, 95 % CI 1.49 to 1.85 ; 1,973 ASD children) were indicated. Rates of food allergy did not show significant differences between groups. Currently, clinical evidence was not found to draw any specific clinical implication.

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5. Leaf JB, Townley-Cochran D, Taubman M, Cihon JH, Oppenheim-Leaf ML, Kassardjian A, Leaf R, McEachin J, Pentz TG. The Teaching Interaction Procedure and Behavioral Skills Training For Individuals Diagnosed with Autism Spectrum Disorder : a Review and Commentary. Review Journal of Autism and Developmental Disorders. 2015 ; 2(4) : 402-13.

Teaching social behaviors and other pro-social skills is an important component of intervention for individuals diagnosed with an autism spectrum disorder (ASD). Today, there are several procedures which are being implemented clinically and evaluated empirically to improve the overall social behaviors of individuals diagnosed with ASD. Two of these procedures are the teaching interaction procedure (TIP) and behavioral skills training (BST). In this paper, we describe both TIP and BST, provide the historical context of each of these procedures, highlight the differences of the two procedures, review and analyze the empirical evidence of the two procedures, and provide recommendations to clinicians, future researchers, parents, and other professionals. The paper is both an analysis of the current literature of the two procedures and commentary based upon our clinical experience working in research settings and various clinical settings.

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6. Lee JN. The Effectiveness of Point-of-View Video Modeling as a Social Skills Intervention for Children with Autism Spectrum Disorders. Review Journal of Autism and Developmental Disorders. 2015 ; 2(4) : 414-28.

Distinguishing characteristics of individuals with autism spectrum disorder (ASD) are deficits in social communication and interaction. Point-of-view video modeling has the potential to address these deficits. Therefore, the literature review investigated research targeting social skills through the application of point-of-view video modeling. Both electronic and ancestral searches of the literature yielded five pertinent studies, which included research conducted from 2006 to 2012, and included participants between the ages of 2 and 8 years of age. The limited number of studies which addressed this area provided inconclusive results. Consequently, there continues to be unanswered questions, which include investigating necessary prerequisite skills, video priming and prompting, length of video models, and how both generalization and maintenance of social skills can be enhanced.

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