Review Journal of Autism and Developmental Disorders – 3-3 – Septembre 2016
1. Ramey D, Lydon S, Healy O, McCoy A, Holloway J, Mulhern T. A Systematic Review of the Effectiveness of Precision Teaching for Individuals with Developmental Disabilities. Review Journal of Autism and Developmental Disorders. 2016 ; 3(3) : 179-95.
Precision teaching (PT) is an instructional method that aims to build fluent responding, characterized by accuracy and speed. Fluent behavior is associated with enhanced skill retention and maintenance, endurance, stability, and easy application to novel settings and stimuli. The current paper presents a systematic review of the extant literature examining the utility of PT methodologies for persons diagnosed with developmental disabilities. The empirical support for PT was evaluated in accordance with the National Autism Center’s (2009) National Standards Report guidelines. Fifty-five studies, categorized as targeting numeracy, literacy, vocational, and daily living skills, or other skills, were reviewed. Analysis of the strength of the research evidence for PT indicated that it is an emerging treatment for targeting skills in each of these skill categories. The implications of these findings for the research and clinical employment of PT methodologies among individuals with developmental disabilities are discussed.
Lien vers le texte intégral (Open Access ou abonnement)
2. Davis JL, Mason BA, Davis HS, Mason RA, Crutchfield SA. Self-Monitoring Interventions for Students with ASD : a Meta-analysis of School-Based Research. Review Journal of Autism and Developmental Disorders. 2016 ; 3(3) : 196-208.
The current study examines qualities of self-monitoring (SM) interventions for students with autism spectrum disorders (ASD) within school settings. Despite substantial research supporting the use of SM in schools, there is currently a lack of consensus regarding the student-, intervention-, and setting-level variables that support the use of this intervention. The current study specifically examines characteristics of students with ASD that react favorably to the intervention, what procedures are necessary for implementation, and how settings within schools affect outcomes. Sixteen single subject studies were identified with 28 unique participants. Results indicate strong effects for students with ASD (overall Tau-U = .83 CI95 [.78, .78]) across a variety of behavioral targets and school settings. In terms of implementation, the current analysis found that much of this interventions effects are based four key components (e.g., selecting a target behavior, defining the target behavior, self-assessment, and self-recording). In addition, preliminary evidence shows that higher levels of student involvement lead to stronger intervention effects.
Lien vers le texte intégral (Open Access ou abonnement)
3. Chita-Tegmark M. Attention Allocation in ASD : a Review and Meta-analysis of Eye-Tracking Studies. Review Journal of Autism and Developmental Disorders. 2016 ; 3(3) : 209-23.
Research on attention allocation to social and non-social stimuli in autism spectrum disorder (ASD) has produced mixed results, with some studies suggesting that attention allocation is atypical in ASD (e.g., Klin, Jones, Schultz, Vokmar, & Cohen, 2002) and others finding no significant differences in attention allocation patterns when comparing individuals with ASD to typically developing (TD) controls (e.g., Parish-Morris et al. 2013). This meta-analysis aggregates results from 68 articles that compared individuals with ASD with TD controls, using eye-tracking measures of attention. As an index of attention allocation, mean effect sizes for looking time to six areas of interest (AOIs) are computed in this meta-analysis : eyes, mouth, face, body, non-social elements, and the whole screen. The results suggest the presence of atypical attention allocation in ASD, indicated by small but significant effect sizes : overall reduced attention to the eyes (d=0.33), mouth (d=0.25), and face (d=0.4) ; increased attention to the body (d=-0.48) and non-social elements (d=-0.34) ; and reduced attention to the screen (d=0.53). This pattern of findings suggests less accessing of social information by individuals with ASD. The results are discussed in light of future research directions.
Lien vers le texte intégral (Open Access ou abonnement)
4. Gevarter C, Bryant DP, Bryant B, Watkins L, Zamora C, Sammarco N. Mathematics Interventions for Individuals with Autism Spectrum Disorder : A Systematic Review. Review Journal of Autism and Developmental Disorders. 2016 ; 3(3) : 224-38.
This review provided a systematic analysis of mathematics interventions for individuals with autism. Using success estimates, strength of evidence ratings, and percentage of non-overlapping data (PND), we identified 13 studies that provided evidence of effective to very effective outcomes using mathematics accuracy measures for at least one intervention. Five studies with measurements related to engagement had 100 % success estimates with at least adequate evidence and had PND scores indicating very effective interventions for the majority of participants across studies. For accuracy-based outcomes, a majority of successful interventions included both behavioral and mathematical components. Although the combination of mathematical and behavioral components appears to be promising, differences in interventions and outcomes and limited details on participant characteristics limit conclusive clinical recommendations.
Lien vers le texte intégral (Open Access ou abonnement)
5. Huber HB, Carter EW. Data-Driven Individualization in Peer-Mediated Interventions for Students with ASD : a Literature Review. Review Journal of Autism and Developmental Disorders. 2016 ; 3(3) : 239-53.
Although peer-mediated interventions have emerged as an evidence-based practice for students with autism spectrum disorder (ASD), little attention has focused on approaches for tailoring these interventions to meet individual students’ unique needs. In this systematic literature review of 29 studies, we identified assessment procedures used to inform peer-mediated social interventions for students with ASD. Few studies included well-described assessment methods. While direct observations often were used to tailor social outcomes, weaker methods were used to individualize intervention components. Furthermore, the focus of most assessment procedures was narrow, addressing only one feature of the intervention or outcome. Results of this review highlight the need to improve assessment reporting, use more rigorous assessment methods, and further evaluate the effectiveness of assessments to individualize peer-mediated interventions.
Lien vers le texte intégral (Open Access ou abonnement)
6. Kouo JL, Egel AL. The Effectiveness of Interventions in Teaching Emotion Recognition to Children with Autism Spectrum Disorder. Review Journal of Autism and Developmental Disorders. 2016 ; 3(3) : 254-65.
Emotion recognition has been identified as critical in the development of social communication and interaction in individuals with autism spectrum disorder (ASD). The literature review investigated interventions incorporating technology to target emotion recognition. The search yielded 10 pertinent studies conducted from 2010 to 2016, which examined the efficacy of discrete trial training and videos, FaceSay, Mind Reading, The Transporters, and MiX. The limited number of studies which addressed emotion recognition provides promising results. However, the studies contain methodological limitations and implications for future research, which include controlling confounding variables, including individuals with low functioning ASD, identifying participant prerequisite skills, determining treatment frequency and duration boundaries, and enhancing generalization and maintenance of emotion recognition skills.
Lien vers le texte intégral (Open Access ou abonnement)
7. Lin JD, Lin LP, Hsu SW. Aging People with Intellectual Disabilities : Current Challenges and Effective Interventions. Review Journal of Autism and Developmental Disorders. 2016 ; 3(3) : 266-72.
Life expectancy of adults with intellectual disabilities is lengthening toward that of adults without intellectual disabilities, but daily practice indicates that this aging is relatively often not a healthy aging compared with the general population. There is a lack of a concerted response to ensure that the best possible health and social care is provided for persons with intellectual disabilities in later life. Based on current literature reviews, this paper aims to present information regarding challenging issues in aging people with intellectual disabilities such as demographic characteristics in their aging, physical and mental health problems, and their aging health and social service needs. Finally, this paper reviews integrative service interventions for aging people with intellectual disabilities, which include the people-centered and personal choices approach and caregiver and care professional training, and suggests an integrative health promotion approach as future planning to eliminate the health disparities for aging adults with intellectual disabilities.
