Review Journal of Autism and Developmental Disorders – 5-2 – Juin 2018
1. Lee CSC, Lam SHF, Tsang STK, Yuen CMC, Ng CKM. The Effectiveness of Technology-Based Intervention in Improving Emotion Recognition Through Facial Expression in People with Autism Spectrum Disorder : a Systematic Review. Review Journal of Autism and Developmental Disorders ;2018 (June 01) ;5(2):91-104.
The use of technology in intervention is not uncommon for improving emotion recognition of individuals with autism spectrum disorders (ASD). The purpose of this paper is to examine the effectiveness of technology-based interventions in emotion recognition in people with ASD. After searching six electronic databases, 15 studies published from 2000 to 2016 were yielded and reviewed. Eight technology-based interventions for improving emotion recognition skills in people with ASD were identified. Overall, this review provides preliminary evidence that the use of technology-based intervention with coach support and emphasis on facial features can improve emotion recognition in children and adolescents with ASD. Factors which need to be considered in order to confirm the effectiveness of various intervention programs were discussed.
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2. Silbaugh BC, Falcomata TS. A Synthesis of Methods for Characterizing the Response Class Structure of Challenging Behavior in Individuals with Autism or Intellectual Disability. Review Journal of Autism and Developmental Disorders ;2018 (June 01) ;5(2):105-118.
Methods for assessing the response class structure of challenging behavior utilizing the concepts of the response class hierarchy and precursor responses have been evaluated. However, the lack of a cohesive examination of the current literature or practice guidelines may impede practitioners’ efforts to evaluate the methods for their relevance to a given clinical problem. A multistep search strategy identified 17 peer-reviewed studies. Participant and study characteristics and assessment methods were quantified, summarized, and described, and some potential benefits and limitations of each assessment type are proposed. The results suggest that there are useful methods for assessing response class structure at each stage of functional behavior assessment and treatment and that some methods are useful for developing effective function-based treatments. Replication studies and additional methods for assessing response class structure during treatment are needed. Some tentative practice guidelines are proposed.
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3. Bottini S, Vetter J, McArdell L, Wiseman K, Gillis J. Task Interspersal : a Meta-Analytic Review of Effective Programming. Review Journal of Autism and Developmental Disorders ;2018 (June 01) ;5(2):119-128.
Task interspersal is a commonly used teaching method for individuals with autism spectrum disorder. There are several procedural variations of task interspersal reported in the literature. The purpose of the present meta-analysis was to examine the effectiveness of different procedural variations and the effectiveness of task interspersal across target skills. Results revealed that no procedural variation presents a significant benefit over any other, suggesting that task interspersal may be an instructional procedure easily adapted to a client’s needs or preferences. Further, task interspersal was effective across a range of target skills. The flexibility of task interspersal as an instructional procedure is limited in that practitioners still must rely upon clinical judgment when deciding to implement specific task interspersal procedures. Considerations for programming task interspersal are discussed.
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4. Maffei-Almodovar L, Sturmey P. Change Agent Training in Behavior Analytic Procedures for People with Developmental and Intellectual Disabilities : A Meta-Analysis. Review Journal of Autism and Developmental Disorders ;2018 (June 01) ;5(2):129-141.
This paper reports a meta-analysis to evaluate procedures to train change agents in discrete trial teaching, preference assessment, and mand training. Behavioral skills training packages were the most commonly used and were consistently and highly effective in changing change agent behavior. Procedural variation in training overlapped in effectiveness. Training was slightly less effective for parents than for staff and university students. The effect size for the behavior of the individuals with whom the change agents applied behavioral procedures was slightly smaller than for change agents and was reported in only about one third of papers. Behavioral skills training is a highly effective and robust approach to delivering change agent training for different skills training procedures.
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5. Chia GLC, Anderson A, McLean LA. Use of Technology to Support Self-Management in Individuals with Autism : Systematic Review. Review Journal of Autism and Developmental Disorders ;2018 (June 01) ;5(2):142-155.
There is increasing interest in the use of technology in supporting individuals with autism spectrum disorder (ASD). This review examined single-case studies investigating the use of technology to support self-management interventions for individuals with ASD. The studies were assessed against the What Works Clearinghouse standards (Institute of Education Sciences 2014) for methodological rigor. Twelve studies met inclusion criteria, and treatment effects were calculated using the percentage of non-overlapping data (Scruggs et al. Remedial and Special Education, 8(2), 24–33, 1987). Results showed that the use of technology to support self-management interventions is effective for individuals with ASD. Furthermore, this review highlights a need for more rigorous studies to ascertain the efficacy of the use of technology to support self-management for individuals with ASD outside school settings.
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6. Srinivasan SM, Cavagnino DT, Bhat AN. Effects of Equine Therapy on Individuals with Autism Spectrum Disorder : a Systematic Review. Review Journal of Autism and Developmental Disorders ;2018 (June 01) ;5(2):156-175.
Literature on effects of equine therapy in individuals with autism spectrum disorder (ASD) has grown in recent times. Equine therapy is an alternative multimodal intervention that involves utilizing a horse to remediate core impairments in ASD. Recent systematic reviews in this area have several limitations including inclusion of populations other than ASD, assessment of a variety of animal-assisted interventions other than equine therapy, and a failure to conduct quantitative analyses to provide accurate effect size estimates. We conducted a focused systematic review to address these limitations. Our review suggested that equine therapy has beneficial effects on behavioral and to some extent on social communication skills in ASD. The evidence for positive effects of equine therapy on perceptuo-motor, cognitive, and functional skills is currently limited.
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7. Vuijk R, Deen M, Sizoo B, Arntz A. Temperament, Character, and Personality Disorders in Adults with Autism Spectrum Disorder : a Systematic Literature Review and Meta-analysis. Review Journal of Autism and Developmental Disorders ;2018 (June 01) ;5(2):176-197.
This article offers a systematic review of studies of personality and the dimensions of temperament and character, personality pathology, and personality disorders (PDs) in adults with autism spectrum disorder (ASD). Fifteen studies met the inclusion criteria for the review, from which seven studies were meta-analyzed. Results indicate that ASD is significantly and systematically associated with an introvert, rigid, passive-dependent temperament with low novelty seeking, high harm avoidance, low reward dependence and high persistence, and with an immature and poorly developed character with low self-directedness, low cooperativeness, and high self-transcendence. The review further finds a positive correlation between ASD (severity) and neuroticism and a negative correlation between ASD (severity) and extraversion, openness to experience, agreeableness, and conscientiousness. It also finds a positive correlation with paranoid, schizoid, schizotypal, avoidant, and obsessive-compulsive PDs. However, the far from perfect associations indicate there is considerable variation between people with ASD in their personality and personality pathology. In order to obtain a comprehensive picture of an individual with ASD and to implement the most effective intervention plans for and therapeutic relationship with adults with ASD, temperament, character, and comorbid personality pathology and PDs should be considered.
