Review Journal of Autism and Developmental Disorders – 3-1 – Mars 2016
1. Akers JS, Pyle N, Higbee TS, Pyle D, Gerencser KR. A Synthesis of Script Fading Effects With Individuals With Autism Spectrum Disorder : A 20-Year Review. Review Journal of Autism and Developmental Disorders. 2016 ; 3(1) : 1-17.
One of the defining characteristics of individuals with autism spectrum disorder (ASD) is a severe deficit in the area of social communication. Script fading interventions are used to promote language development and are associated with an increase in novel language for individuals with ASD. Sixteen single-case design studies of script fading interventions were synthesized between the years of 1993 and 2013. Results of the reviewed research indicate that script fading is used with children ages 2 through 15, with the majority of studies conducted in clinical settings. We conclude that script fading is an empirically supported treatment (What Works Clearinghouse 2014) and is an evidence-based practice (Wong et al. 2013). Implications and future directions for research are proposed.
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2. Frantzen KK, Lauritsen MB, Jorgensen M, Tanggaard L, Fetters MD, Aikens JE, Bjerrum M. Parental Self-perception in the Autism Spectrum Disorder Literature : a Systematic Mixed Studies Review. Review Journal of Autism and Developmental Disorders. 2016 ; 3(1) : 18-36.
Parental influence in child development in children with autism spectrum disorder is increasingly recognized as important. The primary aim of this systematic mixed method review was to systematically examine the psychological constructs of competence, control, and self-efficacy in the autism literature to assess their relevance for understanding self-perceptions of parents of children with autism. This review illustrates that self-efficacy can be merged into competence and the emergence of the coherence construct. Competence, control, and coherence are vitally important core concepts for understanding parents of children with autism. A unified nomenclature based upon the overarching concept of self-perception would organize the most pivotal constructs much more clearly and reduce redundancies. Specifically, the concept of « parental self-perception » is the most promising candidate for this superordinate concept.
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3. Neely LC, Ganz JB, Davis JL, Boles MB, Hong ER, Ninci J, Gilliland WD. Generalization and Maintenance of Functional Living Skills for Individuals with Autism Spectrum Disorder : a Review and Meta-Analysis. Review Journal of Autism and Developmental Disorders. 2016 ; 3(1) : 37-47.
This systematic review and meta-analysis analyzed peer-reviewed research concerning the generalization and maintenance of functional living skills for individuals with autism spectrum disorder. Following the application of predetermined inclusion criteria, 31 articles (containing 32 studies) were reviewed and summarized in terms of (a) generalization dimension, (b) generalization assessment design, (c) maintenance assessment design, (d) maintenance and generalization teaching strategy, and (e) latency to maintenance probes. Using Tau effect size and post hoc analyses, the type of generalization and maintenance teaching strategies were analyzed as potential moderators. Outcomes identified strong effects for generalization strategies employed. Resulting maintenance effects demonstrated strong effects for baseline to maintenance contrasts. Negative effects for the train and hope method were identified using intervention to maintenance contrasts. Results indicated statistically significant findings supporting the use of training in a natural setting and training to a criterion as compared to the train and hope strategy. Implications for future research and practice are discussed.
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4. McCoy A, Holloway J, Healy O, Rispoli M, Neely L. A Systematic Review and Evaluation of Video Modeling, Role-Play and Computer-Based Instruction as Social Skills Interventions for Children and Adolescents with High-Functioning Autism. Review Journal of Autism and Developmental Disorders. 2016 ; 3(1) : 48-67.
An impaired development in social interaction is a defining characteristic of high-functioning autism (HFA). Video modeling (VM), role play, and computer-based instruction (CBI) have received empirical evaluation in the literature and are increasingly used in clinical practice as treatment approaches for increasing social skills in this population. Systematic reviews of the efficacy and evidence base of these interventions for children and adolescents with HFA are limited to date and are primarily narrative in methodology. It is true that much of what we know about VM, role play, and CBI is derived from reviews of the broader Autism Spectrum Disorder (ASD) population, which highlights the need to evaluate the effects of these interventions on heterogeneous groups of ASD (i.e., HFA). The current study provides a focused review of the efficacy and evidence base of VM, role play, and CBI for teaching social skills to children and adolescents with HFA. In addition, a set of stringent criteria were used to evaluate the status of these interventions as evidence-based practice (EBP ; Reichow 2011). According to Reichow’s (2011) criteria, only one of the three interventions evaluated (i.e., CBI) had the accumulated evidence necessary to be classified as an established EBP, while both VM and role play did not. Areas for future research and recommendations for practice are discussed.
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5. Hotton M, Coles S. The Effectiveness of Social Skills Training Groups for Individuals with Autism Spectrum Disorder. Review Journal of Autism and Developmental Disorders. 2016 ; 3(1) : 68-81.
Autism spectrum disorder (ASD) is characterised by social difficulties that can have a negative impact on an individual’s psychological and social wellbeing. To date, reviews of social skills training groups have mainly focussed on children, rather than adolescents and adults. This review aimed to critically evaluate studies published in the past 20 years that had used group-based social skills training to improve the social skills of adults and/or adolescents with ASD. Thirteen studies were identified, and group-based social skills training was generally effective at improving social skills, with some studies observing transfer effects to improvements in wider psychological wellbeing. Future research should focus on comparing different social skills training protocols in real-world clinical settings.
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6. Neely L, Gerow S, Rispoli M, Lang R, Pullen N. Treatment of Echolalia in Individuals with Autism Spectrum Disorder : a Systematic Review. Review Journal of Autism and Developmental Disorders. 2016 ; 3(1) : 82-91.
Echolalia can lead to communication breakdowns that increase the likelihood of social failure and stigmatization in children with autism spectrum disorder (ASD). In an effort to facilitate evidenced-based intervention and inform future research, this systematic review analyzes peer-reviewed studies involving the treatment of echolalia in individuals with ASD. Using predetermined inclusion criteria, a total of 11 studies were identified, reviewed, and summarized in terms of the following : (a) participant characteristics (e.g., verbal and cognitive functioning), (b) type of echolalia (e.g., delayed or immediate), (c) intervention procedures, (d) intervention outcomes, (e) maintenance and generalization of outcomes, and (f) research design and other indicators of rigor (i.e., certainty of evidence). Nine studies successfully reduced echolalia in a total of 17 participants. However, only six of those nine studies met criteria to be classified as providing the highest level of certainty (i.e., conclusive). The findings of this review suggest that a number of treatment options can be considered promising practices for the treatment of echolalia in children with ASD. Although no single treatment package can be described as well-established evidence-based practice, all 11 studies involved behavior analytic intervention components, suggesting strong support for operant-based treatments. In particular, behavior analytic interventions demonstrating conclusive levels of evidence included cues-pause-point, differential reinforcement of lower rates of behavior, script training plus visual cues, and verbal modeling plus positive reinforcement for appropriate responses. Implications for practitioners and directions for future research are offered.
