Review Journal of Autism and Developmental Disorders – 7-2 – June 2020
1. McFayden TC, Antezana L, Albright J, Muskett A, Scarpa A. Sex Differences in an Autism Spectrum Disorder Diagnosis : Are Restricted Repetitive Behaviors and Interests the Key ?. Review Journal of Autism and Developmental Disorders ;2020 (2020/06/01) ;7(2):119-126.
Restricted and repetitive behaviors and interests (RRBI) have garnered attention for their presenting sex differences in Autism Spectrum Disorder (ASD). Specifically, previous works have claimed that RRBI are less predictive of an ASD diagnosis for females relative to males. Previous reports have demonstrated mixed findings : females present with greater RRBI (e.g., compulsive behaviors), females present with fewer RRBI (e.g., restricted interests), and females are not distinguishable from males based on overall RRBI profiles. The following review details behavioral and neurophysiological RRBI findings to argue that female presentations are qualitatively and quantitatively unique and should be taken into consideration for diagnostic measures. Future directions will be suggested in under-explored areas including functional imaging, sensory profiles, and typically developing control groups.
Lien vers le texte intégral (Open Access ou abonnement)
2. Bailey B, Arciuli J. Reading Instruction for Children with Autism Spectrum Disorders : A Systematic Review and Quality Analysis. Review Journal of Autism and Developmental Disorders ;2020 (2020/06/01) ;7(2):127-150.
This study reviews the literature on reading instruction consistent with the recommendations of the National Reading Panel (NRP ; National Institute of Child Health and Human Development, 2000) for children with autism spectrum disorder, using the Evaluative Method for Determining Evidence-Based Practices in Autism to assess research quality (Reichow, Volkmar, & Cicchetti, 2008). A search of the literature published between 2009 and 2017 identified 10,779 relevant records, of which 19 met inclusion criteria. Studies reported gains in phonics, reading accuracy, reading fluency, and/or reading comprehension skills ; however, few were of adequate or strong quality. Instruction that incorporated multiple Big Five elements from the NRP was associated with gains in reading accuracy and comprehension as well as relatively high quality ratings. Clinical implications and priorities for future research are discussed.
Lien vers le texte intégral (Open Access ou abonnement)
3. Dubin AH, Lieberman-Betz RG. Naturalistic Interventions to Improve Prelinguistic Communication for Children with Autism Spectrum Disorder : a Systematic Review. Review Journal of Autism and Developmental Disorders ;2020 (2020/06/01) ;7(2):151-167.
The current review identified 11 single-case design (SCD) and 14 group-design evaluations of naturalistic behavioral interventions targeting prelinguistic social communication in young children with autism spectrum disorder (ASD). Three SCD studies and eight group design studies utilized methodologically rigorous designs and demonstrated a functional relation between the intervention and child prelinguistic social communication. Results of this systematic review provide information about efficacy of specific naturalistic behavioral interventions, details about the intervention, and characteristics of the implementation agent and setting. Such information may be useful to support implementation of evidence-based practices and increase the quality of future research.
Lien vers le texte intégral (Open Access ou abonnement)
4. Tomeny KR, McWilliam RA, Tomeny TS. Caregiver-Implemented Intervention for Young Children with Autism Spectrum Disorder : A Systematic Review of Coaching Components. Review Journal of Autism and Developmental Disorders ;2020 (2020/06/01) ;7(2):168-181.
Caregiver-implemented intervention, commonly facilitated via coaching, is an increasingly common approach to early intervention for infants and toddlers with or at risk for autism spectrum disorder (ASD). The present systematic review examines four coaching components across the literature on caregiver-implemented intervention models for children under 36 months with or at risk for ASD. Systematic search procedures resulted in 26 studies for review. Results showed that although most studies addressed building on caregivers’ competence and guided practice, many neglected to address collaborative coaching components, including planning, reflection, and decision making. Less than a quarter of the studies reviewed described incorporating all four coaching components, highlighting remaining gaps in the literature. Implications of our findings and recommendations for future research are discussed.
Lien vers le texte intégral (Open Access ou abonnement)
5. Shindler AE, Hill-Yardin EL, Petrovski S, Cunningham AC, Bishop N, Franks AE. Potential Determinants of Gastrointestinal Dysfunction in Autism Spectrum Disorders. Review Journal of Autism and Developmental Disorders ;2020 (2020/06/01) ;7(2):182-196.
Gastrointestinal (GI) dysfunction is a common comorbidity of autism spectrum disorders (ASD) and is associated with increased severity of characteristic autism-associated symptoms. However, the underlying biological mechanisms for GI dysfunction symptoms in children with ASD are unknown. This review explores potential explanations for these symptoms including altered enteric microbiota, impaired intestinal permeability, changes in immune homeostasis, and genetic factors such as single nucleotide polymorphisms. It was shown that genetic factors not only influence the development of altered enteric microbiota and impaired intestinal permeability, but also are a strong, independent contributor to GI dysfunction in ASD patients.
Lien vers le texte intégral (Open Access ou abonnement)
6. Hardy KK, Weston RN. Canine-Assisted Therapy for Children with Autism Spectrum Disorder : a Systematic Review. Review Journal of Autism and Developmental Disorders ;2020 (2020/06/01) ;7(2):197-204.
Animal-assisted therapy (AAT) has been suggested to increase prosocial behavior in children diagnosed with Autism Spectrum Disorder (ASD). Out of all the animals used in AAT, dogs have been found to be the most utilized and accessible. This systematic review examines the current state of literature on canine-assisted therapy (CAT) for children with ASD based on peer-reviewed articles. Five studies met inclusion and exclusion criteria. All articles found that presence of a therapy dog was correlated with increased frequency and duration of social behavior both throughout treatment and, in the case of one study, at follow-up. However, methodological limitations such as small sample sizes and sub-optimal analytic procedures suggest that existing studies might not accurately reflect the true nature of the relationship between CAT and social behavior. Therefore, further exploration of this area of research using methodologically strong studies is warranted and necessary. Recommendations for future research are included.
