Review Journal of Autism and Developmental Disorders – 4-1 – Mars 2017
1. Pillay Y, Brownlow C. Predictors of Successful Employment Outcomes for Adolescents with Autism Spectrum Disorders : a Systematic Literature Review. Review Journal of Autism and Developmental Disorders. 2017 ; 4(1) : 1-11.
Autism spectrum disorder (ASD) is a developmental condition increasing in overall prevalence and consequently impacting on the number of adolescents seeking post-school employment. A systematic literature review was conducted on the predictors of successful outcomes for adolescents with ASD post-compulsory education. An extensive search in education, psychology and behavioural sciences yielded 297 articles and eight satisfied all inclusion criteria. The methodological quality of the included articles was assessed using an established criteria list. Four predictors were identified : supported workplace intervention, ASD traits and behavioural intervention, functional independence intervention, and family advocacy intervention. From the review, it is recommended that future research in this area may benefit from using samples across a variety of populations in order to determine whether similar interventions apply to these samples. Strengths of the findings of this review include consistent outcomes across different study designs in the four identified domains. The recency of the findings makes them relevant for families, education policy and legislation and practitioners.
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2. Walsh E, Holloway J, McCoy A, Lydon H. Technology-Aided Interventions for Employment Skills in Adults with Autism Spectrum Disorder : A Systematic Review. Review Journal of Autism and Developmental Disorders. 2017 ; 4(1) : 12-25.
There is a growing body of research investigating the effects of technology on remediating the employment challenges experienced by individuals with autism spectrum disorder (ASD). The current study provides a focused systematic review of 18 studies identified within the literature to employ technology to teach employment skills to adults with ASD. The review included 13 single-subject research and 5 group designs. Reichow’s (2011) criteria were employed to assess the interventions as evidence-based practice (EBP). Results showed that the use of technology-aided interventions to be effective on increasing employment outcomes for adults with ASD. Furthermore, the current study presented the ranges of employment skills targeted, as well as the focus of intervention towards those with higher functioning ASD. The review also highlights avenues for further research.
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3. Anderson A, Moore DW, Rausa VC, Finkelstein S, Pearl S, Stevenson M. A Systematic Review of Interventions for Adults with Autism Spectrum Disorder to Promote Employment. Review Journal of Autism and Developmental Disorders. 2017 ; 4(1) : 26-38.
Adults with autism spectrum disorder are underrepresented in the workforce. This review examined single case design research investigating vocational interventions for this population. Reporting of generalization and social validity data was also assessed. Eighteen studies met inclusion criteria. They were categorized as Behavioral Skills Training, video-based instruction, or self-management procedures. Only Behavioral Skills Training meets replication standards to be considered effective and evidence-based for this population. Video-based instruction and self-management procedures are emerging with few studies completed and variable effects. Social validity was underreported and limited in focus. Future research should include considering error correction procedures and feedback in video-based instruction, trialing self-management procedures, and greater attention to social validity.
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4. Wiseman KV, McArdell LE, Bottini SB, Gillis JM. A Meta-Analysis of Safety Skill Interventions for Children, Adolescents, and Young Adults with Autism Spectrum Disorder. Review Journal of Autism and Developmental Disorders. 2017 ; 4(1) : 39-49.
Safety skills are a crucial area of instruction for individuals with autism spectrum disorder (ASD). The present meta-analysis of single-case studies evaluated the effectiveness of safety skill interventions for individuals with ASD. Targeted skills included abduction prevention, seeking assistance when lost, fire safety, and household safety. Eleven articles, published from 1993 to 2014, investigating safety skill interventions for young individuals with ASD were included. Tau-U, a more recent measure of effect size, was utilized in addition to an evaluation of experimental control. Medium-to-large effect sizes were demonstrated across interventions, and no differences in effectiveness were found across intervention methods or settings. Overall, safety skill interventions demonstrated promising evidence for use with individuals with ASD. Future research is needed to address the limited number of published studies in this domain and expand the evidence-base for these essential skills.
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5. Wertalik JL, Kubina RM. Interventions to Improve Personal Care Skills for Individuals with Autism : A Review of the Literature. Review Journal of Autism and Developmental Disorders. 2017 ; 4(1) : 50-60.
Individuals with autism spectrum disorder (ASD) often experience learning challenges that impact their ability to navigate the social and vocational world of adults without disabilities. Lack of independent functioning correlates with poor postschool outcomes for many individuals with ASD. In order to improve social and vocational outcomes, instruction must focus on teaching personal care skills. Personal care skills (i.e., grooming/hygiene, dressing, eating) represent a foundational set of skills needed for individuals with ASD to achieve independence and improve quality of life. The present literature review examines and summarizes interventions to teach personal care skills to individuals with ASD. The interventions fall into four categories based on intervention components : (a) video-based instruction, (b) behavioral in vivo procedures, (c) audio cuing, and (d) social stories. The results of the reviewed studies indicated improved performance for all participants across intervention categories for a variety of personal care skills. Additional discussion includes limitations and suggestions for future research.
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6. Kabashi L, Kaczmarek LA. Evaluating the Efficacy of Video-Based Instruction (VBI) on Improving Social Initiation Skills of Children with Autism Spectrum Disorder (ASD) : A Review of Literature. Review Journal of Autism and Developmental Disorders. 2017 ; 4(1) : 61-81.
This literature review examined 36 studies that implemented Video-Based Instruction (VBI) to promote the social initiation skills of children with Autism Spectrum Disorder (ASD). Studies that met the criteria were analyzed to determine (a) characteristics of participants, (b) dependent variable(s), (c) independent variable, (d) results, (e) maintenance and generalization, and (f) social validity. Studies were analyzed into categories based on the nature of the independent variable : (a) video modeling, (b) video self-modeling, (c) video modeling and/or video self-modeling in a treatment package, (d) other VBI approaches, and (e) comparative studies. Results of this review strongly support the efficacy of VBI for promoting social initiation skills of children with autism. Discussion of findings and further recommendations for research are provided.
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7. Hochhauser M, Grynszpan O. Methods Investigating How Individuals with Autism Spectrum Disorder Spontaneously Attend to Social Events. Review Journal of Autism and Developmental Disorders. 2017 ; 4(1) : 82-93.
It has been recognized that individuals with autism spectrum disorder (ASD) show discrepancies between their abstract capacities to solve social cognition dilemmas and their ability to spontaneously decipher live social interactions. In the last 15 years, different paradigms have been designed to investigate how individuals with ASD grasp information when emerged in naturalistic or live social interactions. The present paper reviews three categories of such paradigms that focus on (1) verbal questionnaires and interviews while participants view a naturalistic social scenario, (2) eye tracking methods while participants view naturalistic settings, and (3) simulation of social interactions using virtual reality or robotics. This paper discusses the advantages and limitations of each paradigm and suggests a new concept for combining these paradigms.
