Review Journal of Autism and Developmental Disorders – 4-4 – Décembre 2017
1. Monteiro R, Simoes M, Andrade J, Branco MC. Processing of Facial Expressions in Autism : a Systematic Review of EEG/ERP Evidence. Review Journal of Autism and Developmental Disorders. 2017 ; 4(4) : 255-76.
The aim of this systematic review is to examine electrophysiological differences in emotional facial expression processing in autism spectrum disorder (ASD). We identified 55 articles using PubMed. After application of the rejection criteria, in a two-step procedure, based on abstract and full-text reading, we selected 16 studies for review. We identified group differences and emotion by group interactions in most of the studies during facial emotion-processing tasks. Nine articles reported main effects of facial expression type. Smaller amplitudes and delayed latencies were consistently reported to emotional expressions in ASD subjects compared to controls. Right hemisphere dominance was found in both groups. Our systematic review confirms facial emotion-processing deficits in ASD, which are often linked with emotion recognition deficits.
Lien vers le texte intégral (Open Access ou abonnement)
2. Watkins L, O’Reilly M, Ledbetter-Cho K, Lang R, Sigafoos J, Kuhn M, Lim N, Gevarter C, Caldwell N. A Meta-analysis of School-Based Social Interaction Interventions for Adolescents with Autism Spectrum Disorder. Review Journal of Autism and Developmental Disorders. 2017 ; 4(4) : 277-93.
The purpose of this meta-analysis was to identify and evaluate the effectiveness of school-based social interaction interventions for adolescents with autism spectrum disorder (ASD). All 27 studies meeting predetermined inclusion criteria utilized single-case designs. Peer-mediated interventions, peer networks, behavioral skills training, and the teaching interaction procedure were the most frequently utilized strategies and produced large effects for lower, moderate, and higher functioning adolescents with ASD. Teachers rarely implemented interventions, though large effects were reported when they served as intervention agents. Future research concerning the acceptability and feasibility of using social interaction interventions in the classroom is needed in order to facilitate evidence-based practice. Additionally, research that targets more complex and nuanced social behaviors and assesses collateral effects such as academic performance and friendship quality appears warranted.
Lien vers le texte intégral (Open Access ou abonnement)
3. Buivydaite R, Newton CR, Prasauskiene A. Scoping Review : Autism Research in Baltic States-What Is Known and What Is Still To Be Studied. Review Journal of Autism and Developmental Disorders. 2017 ; 4(4) : 294-306.
We conducted a scoping review of the current knowledge about autism in Baltic States : Lithuania, Latvia and Estonia. The aim was to identify publications about autism and potential gaps of knowledge in this region. The search was conducted on March 31, 2016 using PubMed, PsycINFO and EMBASE databases. The search was updated on August 31, 2016 ; a total of 47 studies were analysed. Current research on autism in Baltic States is still in its beginning. Areas studied were education, medicine, parenting, autism in adulthood, treatments and epidemiology. Education sector is the most researched discipline about autism in Baltic countries especially addressing issue on schooling practices for autistic children. The prevalence of autism is unclear as only one outdated epidemiological study was found. Further epidemiological, clinical intervention research need to be conducted in this region.
Lien vers le texte intégral (Open Access ou abonnement)
4. Gilroy SP, McCleery JP, Leader G. Systematic Review of Methods for Teaching Social and Communicative Behavior with High-Tech Augmentative and Alternative Communication Modalities. Review Journal of Autism and Developmental Disorders. 2017 ; 4(4) : 307-20.
A systematic review was conducted to analyze the scope and breadth of the existing training protocols for establishing social and communicative behavior using high-tech, touchscreen devices. This review aimed to determine the degree to which studies evaluating high-tech communication aides have established procedures to extend, or completely replace, traditional low-tech communication training methods (e.g., Picture Exchange Communication System). Individual studies were evaluated based on the range of social and communicative skills targeted. The PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) methodology was utilized (Prospero : No. CRD42017055541) and systematic searches included the Scopus, PsycINFO, ScienceDirect, and SpringerLink databases. Studies were included in the review if their methods utilized high-tech devices as a vehicle for establishing social and/or communicative behavior. Single-case and group-design studies including children and adults were included in the review if participants were diagnosed with either autism spectrum disorder and/or other developmental disabilities. Fifty-six studies were included and the results of this review indicated that the existing support for high-tech communication aides has focused predominantly on a narrow band of social and communicative behavior (e.g., requesting) and that substantial research is warranted for establishing more advanced forms of social behavior, beyond requesting alone, using these new high-tech methods.
Lien vers le texte intégral (Open Access ou abonnement)
5. Glennon JM, Karmiloff-Smith A, Thomas MSC. Syndromic Autism : Progressing Beyond Current Levels of Description. Review Journal of Autism and Developmental Disorders. 2017 ; 4(4) : 321-7.
Genetic syndrome groups at high risk of autism comorbidity, like Down syndrome and fragile X syndrome, have been presented as useful models for understanding risk and protective factors involved in the emergence of autistic traits. Yet despite reaching clinical thresholds, these ‘syndromic’ forms of autism appear to differ in significant ways from the idiopathic or ‘non-syndromic’ autism profile. We explore alternative mechanistic explanations for these differences and propose a developmental interpretation of syndromic autism that takes into account the character of the genetic disorder. This interpretation anticipates syndrome-specific autism phenotypes, since the neurocognitive and behavioural expression of the autism is coloured by syndromically defined atypicalities. To uncover the true nature of comorbidities and of autism per se, we argue that it is key to extend definitions of autism to include the perceptual and neurocognitive characteristics of the disorder and then apply this multilevel conceptualisation to the study of syndromic autism profiles.
Lien vers le texte intégral (Open Access ou abonnement)
6. Quinn BL, Serna RW. Challenges and Barriers to Identifying Pain in the Special Education Classroom : A Review. Review Journal of Autism and Developmental Disorders. 2017 ; 4(4) : 328-38.
Although special education professionals are primarily responsible for the well-being of students with intellectual and developmental disabilities (IDD), these professionals often lack training in determining whether a child with IDD is experiencing pain. Pain that is not assessed or managed restricts student access to learning. This systematic review describes potential challenges or barriers to adequate pain assessment in the special education classroom. The review methods yielded 36 sources. Five themes emerged following summative content analysis. These themes point to a critical need to identify special educators’ current practices related to pain. Understanding these practices will inform research and development for a needed training program for special educators related to pain occurrence, identification, and assessment in students with IDD.
Lien vers le texte intégral (Open Access ou abonnement)
7. Nowell KP, Goin-Kochel R, McQuillin S, Mire SS. Intellectual Functioning and Autism Spectrum Disorder : Can Profiles Inform Identification of Subpopulations ?. Review Journal of Autism and Developmental Disorders. 2017 ; 4(4) : 339-49.
Profiles of scores on measures of intellectual functioning may aid in understanding etiology and developing targeted intervention in autism spectrum disorder (ASD) by providing details about specific phenotypes or subpopulations of ASD. Research investigating the relationship between ASD symptoms and intellectual functioning suggests that scores on the factors comprising global measures of intellectual functioning may be related to ASD symptoms (e.g., Joseph et al. J Child Psychol Psychiatry 43:807-821, 2002). Research has been limited by methodological problems, such as defining samples using unreliable subtypes of ASD and an overreliance on variable-centered methodological strategies. In the current paper, the authors provide a summary of existing research related to ASD symptoms and measures of intellectual functioning, review recent research identifying subpopulations in ASD, and provide goals for future areas of research in this area.
