Review Journal of Autism and Developmental Disorders – 3-2 – Juin 2016
1. Waddington H, van der Meer L, Sigafoos J. Effectiveness of the Early Start Denver Model : a Systematic Review. Review Journal of Autism and Developmental Disorders. 2016 ; 3(2) : 93-106.
The present review identified 15 studies that have evaluated the Early Start Denver Model (ESDM) as an early intervention program for a total of 209 children with autism spectrum disorder. The articles were summarized in terms of participant characteristics, intervention characteristics, study design, quality of the study/research rigor, and outcomes. ESDM intervention characteristics included provision of training to parents or therapists, intensive one-to-one intervention, and group intervention. Most studies reported positive child, parent, and therapist outcomes. The included articles used a range of group and single-case designs, but nearly half of the studies were rated as having weaknesses in terms of quality/rigor. We conclude that the ESDM is a potentially promising intervention, but the limited number of high-quality studies indicates the need for additional research to evaluate its effectiveness.
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2. Chebli SS, Martin V, Lanovaz MJ. Prevalence of Stereotypy in Individuals with Developmental Disabilities : a Systematic Review. Review Journal of Autism and Developmental Disorders. 2016 ; 3(2) : 107-18.
Although many researchers have examined the prevalence of stereotypy in individuals with developmental disabilities, the results of previous studies have not been aggregated and analyzed methodically. Thus, we conducted a systematic review of studies reporting the prevalence of stereotypy in individuals with developmental disabilities. Our results indicated that the average prevalence of stereotypy across studies was 61 % and that individuals with autism spectrum disorders had the highest reported prevalence (i.e., 88 %) across specific diagnoses. Children and adults generally had similar overall prevalence measures, but the specific forms varied with age and diagnosis. Studies using the Repetitive Behavior Scale-Revised and the Autism Diagnostic Schedule-Revised generally reported higher estimates of prevalence of specific forms of stereotypy when compared to the Behavior Problem Inventory. However, the latter seemed more sensitive than the Aberrant Behavior Checklist for overall prevalence. Studies with a low risk of bias found a lower prevalence of stereotypy than those with a high risk of bias. Our systematic review underlines the importance of continuing research efforts to improve the assessment and treatment of stereotypy in individuals with developmental disabilities.
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3. Bennett M, Goodall E. A Meta-analysis of DSM-5 Autism Diagnoses in Relation to DSM-IV and DSM-IV-TR. Review Journal of Autism and Developmental Disorders. 2016 ; 3(2) : 119-24.
This appears to be the first meta-analysis study which has incorporated articles on the percentage of people with a Diagnostic and Statistical Manual of Mental Disorders-Forth Edition (DSM-IV) autism spectrum disorder (ASD) diagnosis receiving a Diagnostic and Statistical Manual of Mental Disorders-Fifth Edition (DSM-5) ASD diagnosis and articles on the percentage of people with a Diagnostic and Statistical Manual of Mental Disorders-Forth Edition-Text Revision (DSM-IV-TR) ASD diagnosis receiving a DSM-5 ASD diagnosis. Our meta-analysis measured the percentage of people with an ASD diagnosis from the DSM-IV or DSM-IVTR obtaining an ASD diagnosis from the DSM-5. All 24 studies identified indicated a reduction in the number of people with a DSM-IV or DSM-IV-TR ASD diagnosis being eligible for a DSM-5 ASD diagnosis, a 35 and 37 % reduction respectfully. Our meta-analysis also showed that those with a DSM-IV-TR or DSM-IV diagnosis of PDD-NOS were the least likely to qualify for a DSM-5 ASD diagnosis at 26 and 47 % followed by 55 and 19 %, respectfully of people with Asperger syndrome, and 80 and 87 %, respectfully of people with an autism diagnosis.
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4. Hong ER, Ganz JB, Neely L, Boles M, Gerow S, Davis JL. A Meta-Analytic Review of Family-Implemented Social and Communication Interventions for Individuals with Developmental Disabilities. Review Journal of Autism and Developmental Disorders. 2016 ; 3(2) : 125-36.
This study presents a meta-analysis of single-case experimental research on family-implemented interventions for improving the social and other communicative behaviors of individuals with developmental disabilities (DD). A total of 40 studies were included in this meta-analysis. The Tau-U effect size with the Kruskal-Wallis and the Dunn post hoc tests were calculated to analyze the following variables : age, communication and language characteristic, intervention type, and dependent variable. Overall, the results indicate that family-implemented interventions have a moderate effect on the social and other communicative behaviors of individuals with DD. Analyses for age yielded statistically significant findings for preschool-aged individuals compared to adolescent-and adult-aged individuals. Small to moderate effect sizes were noted across categories for communication and language characteristic, intervention type, and dependent variable. Limitations and implications for future research and for practitioners are discussed.
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5. Walters S, Loades M, Russell A. A Systematic Review of Effective Modifications to Cognitive Behavioural Therapy for Young People with Autism Spectrum Disorders. Review Journal of Autism and Developmental Disorders. 2016 ; 3(2) : 137-53.
The present review evaluated studies which effectively employed cognitive behavioural therapy (CBT) to alleviate symptoms of common mental health problems in young people with autism spectrum disorder (ASD). It assessed the modifications applied to CBT and compliance with recent guidelines from the National Institute of Health Care Excellence (NICE). Systematic searches of electronic databases, reference lists, and journals identified 12 studies meeting predetermined inclusion criteria. Results indicated that modified CBT yielded reductions in anxiety, obsessive-compulsive disorder (OCD), and depression. There was a lack of gold standard research into the effects of CBT for disorders other than anxiety. A greater number of modifications than recommended by NICE were consistently employed, including disorder-specific modifications. Implications for clinical intervention and future research are discussed.
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6. Kelly MP, Alireza I, Busch HE, Northrop S, Al-Attrash M, Ainsleigh S, Bhuptani N. An Overview of Autism and Applied Behavior Analysis in the Gulf Cooperation Council in the Middle East. Review Journal of Autism and Developmental Disorders. 2016 ; 3(2) : 154-64.
Despite the fact that autism is on the rise, there is paucity in the literature examining the treatment of autism in the Middle East and specifically the Gulf Cooperation Council (GCC). The current review investigates the past, present, and future status of interventions for autism based on Applied Behavior Analysis (ABA) in the six countries of the GCC, namely the Kingdom of Bahrain, the State of Kuwait, the Sultanate of Oman, the State of Qatar, the Kingdom of Saudi Arabia, and the United Arab Emirates. The aims of this paper were to provide a brief overview of autism and ABA clinical services and educational opportunities and to investigate the relevant research published from each of the six states of the GCC.
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7. Cachia RL, Anderson A, Moore DW. Mindfulness in Individuals with Autism Spectrum Disorder : a Systematic Review and Narrative Analysis. Review Journal of Autism and Developmental Disorders. 2016 ; 3(2) : 165-78.
Individuals with autism spectrum disorder (ASD) are more susceptible to stress, anxiety and depression than typically developing individuals. Previous research suggests that mindfulness is effective in reducing a myriad of psychological health problems in a wide variety of populations. This review systematically investigated the efficacy of mindfulness interventions in reducing stress, anxiety, depression, rumination and aggression and increasing positive affect and psychological well-being in individuals with ASD. Six studies met inclusion criteria ; each mindfulness program curriculum and process of delivery were analysed. A quality assessment rated three studies as weak, one as adequate and two as strong in research design strength. Results indicate that mindfulness training leads to a reduction in anxiety and thought problems in children in addition to increased social responsiveness, broad psychological well-being and reduced aggression in adolescents. Mindfulness training reduced anxiety, depression and rumination whilst increasing positive affect in adults with high-functioning ASD. The studies included a range of participants, methodologies and measures corroborating the robustness of mindfulness interventions resulting in positive psychological changes in individuals with ASD. Future research should address the methodological limitations of the studies in this review in order to develop superior mindfulness interventions that are to be considered evidence-based practice aimed at enhancing the quality of life of individuals with ASD.
