Review Journal of Autism and Developmental Disorders – 4-3 – Septembre 2017
1. Kaboski J, McDonnell CG, Valentino K. Resilience and Autism Spectrum Disorder : Applying Developmental Psychopathology to Optimal Outcome. Review Journal of Autism and Developmental Disorders. 2017 ; 4(3) : 175-89.
Autism spectrum disorder (ASD) has traditionally been associated with persistent deficits in many functional areas across the life span. However, recent work suggests that some individuals initially diagnosed with ASD can later achieve functioning in normative ranges, a phenomenon referred to as optimal outcome (OO) or, effectively, recovery from ASD. This review of the existing literature examines empirical support for OO, conceptual and methodological limitations, long-term functioning, residual deficits, and potential predictors from a developmental psychopathology perspective. Given that the majority of the extant literature on OO has been heretofore descriptive, a resilience framework is proposed as the guide with which to explore the mechanisms behind OO. With an emphasis on interactions among modifiable environmental and individual factors, future research directions and clinical implications are discussed.
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2. Francis K, Mannion A, Leader G. The Assessment and Treatment of Toileting Difficulties in Individuals with Autism Spectrum Disorder and Other Developmental Disabilities. Review Journal of Autism and Developmental Disorders. 2017 ; 4(3) : 190-204.
In 2009, Kroeger and Sorensen-Burnworth published a comprehensive review of the literature on toilet training individuals with autism spectrum disorder and other developmental disabilities. Their review highlighted that the majority of toilet training programs were modelled after Azrin and Foxx’s Rapid Toilet Training (RTT) method. The current study will review toilet training programs for the developmental disability population since 2009. Behaviourally based components of these programs will be described and their contribution to toilet training discussed. This study will also review the questionnaires available to assess toileting difficulties in this population, and their contribution to toilet training programs will also be reviewed.
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3. Grossman A. Review of the Plausibility of Iron Deficiency Hypothesis of Autism. Review Journal of Autism and Developmental Disorders. 2017 ; 4(3) : 205-8.
Iron consumption among mothers has recently been found to decrease the risk of autism in offspring. However, epidemiological evidence of an increasing iron deficiency among mothers or infants is lacking, and evidence within an individual-level framework of iron deficiency confers doubt upon iron’s role as a direct cause of autism. We attempt to review the evidence that challenges a direct causal explanation of in utero or infancy iron deficiency leading to autism and, instead, reveal iron to be more likely an effect modifier for another, yet unknown, cause of autism.
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4. Burns CO, Dixon DR, Novack M, Granpeesheh D. A Systematic Review of Assessments for Sensory Processing Abnormalities in Autism Spectrum Disorder. Review Journal of Autism and Developmental Disorders. 2017 ; 4(3) : 209-24.
Sensory processing abnormalities are frequently reported in individuals with autism spectrum disorder (ASD), but few studies have evaluated the utility of the measures used to evaluate sensory responses. A systematic literature review was conducted to identify current trends in sensory processing assessments. Across the 93 studies included in this review, 16 measures were identified. The results of this review indicate that the majority of assessment measures are based on informant-report rather than behavioral observation, and that the most commonly used measure is the Sensory Profile (Dunn 1999, 2014). Some of these measures lacked well-established psychometric properties, which highlights the need for further validation of these measures. The authors also suggest a more multi-method approach to sensory processing assessment.
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5. Hansen SG, Frantz RJ, Machalicek W, Raulston TJ. Advanced Social Communication Skills for Young Children with Autism : a Systematic Review of Single-Case Intervention Studies. Review Journal of Autism and Developmental Disorders. 2017 ; 4(3) : 225-42.
The extant literature on social communication interventions for young children with autism spectrum disorder (ASD) has been well reviewed. However, current reviews of the literature indicate more research is needed on advanced social skills for young children with ASD. These more complex social skills, such as sustaining a conversation, showing empathy, or telling a joke, are critical for peer acceptance in the elementary school years. In the current paper, we reviewed the existing single-case literature on social communication interventions for advanced social skills for young (4-12-year-old) children with ASD. We define advanced social skills using the task analysis of the Social Behavior and Social Play-Level 3 subsection of the Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP). Electronic database searches of Education Resources Information Center (ERIC), Academic Search Premier, and PsycINFO were conducted. Results revealed a library of useful interventions for a specific set of social communication skills ; however, some crucial skills for children with ASD were missing from the results. Directions for future research and practice are discussed.
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6. van der Kruk Y, Wilson WJ, Palghat K, Downing C, Harper-Hill K, Ashburner J. Improved Signal-to-Noise Ratio and Classroom Performance in Children with Autism Spectrum Disorder : a Systematic Review. Review Journal of Autism and Developmental Disorders. 2017 ; 4(3) : 243-53.
This paper systematically reviews the literature to determine if improving the signal-to-noise ratio (SNR) improves classroom performance in students with autism spectrum disorder (ASD). Six databases were searched for the terms acoustics, signal-to-noise ratio, classroom and ASD. Five studies were found that met the selection criteria. All five studies reported improving the SNR benefitted students with ASD in the classroom. Benefits included improved listening behaviours, increased on-task behaviours, improved speech recognition and reduced listening stress. The evidence is suggestive that improving the SNR improves classroom performance in students with ASD. Limitations included the small number of studies and limited range of technologies considered. Further research should consider other technologies that could mitigate tactile sensitivities present in some students with ASD.
