Review Journal of Autism and Developmental Disorders – 8-1 – March 2021
1. Fodstad JC. A Message from the New Editor-in-Chief. Review Journal of Autism and Developmental Disorders ;2021 (2021/03/01) ;8(1):1-2.
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2. Singh BD, Moore DW, Furlonger BE, Anderson A, Fall R, Howorth S. Reading Comprehension and Autism Spectrum Disorder : a Systematic Review of Interventions Involving Single-Case Experimental Designs. Review Journal of Autism and Developmental Disorders ;2021 (2021/03/01) ;8(1):3-21.
Research was reviewed that focussed on the reading comprehension abilities of students with Autism Spectrum Disorders (ASD). Although single-case experimental design (SCD) is an accepted and widely used way in which to evaluate an evidence-based practice, very few studies met the What Works Clearinghouse (WWC) standards for evidence-based SCD research. These studies were then grouped into six non-exclusionary intervention categories (a) visually-cued instruction, (b) collaborative strategies, (c) metacognitive strategy instruction, (d) technology-assisted instruction, (e) adapted text, and (f) behavioural strategies. Effect size calculations indicated that visually-cued instruction, metacognitive strategy instruction, and adapted text were highly effective, while collaborative strategies and technology-assisted instruction were moderately effective. While effective interventions were identified, the need for replications that met WWC standards was noted.
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3. Cascio MA, Weiss JA, Racine E. Making Autism Research Inclusive by Attending to Intersectionality : a Review of the Research Ethics Literature. Review Journal of Autism and Developmental Disorders ;2021 (2021/03/01) ;8(1):22-36.
Growth in autism research necessitates corresponding attention to autism research ethics, including ethical and meaningful inclusion of diverse participants. This paper presents the results of a review of research ethics literature, strengthened by consultation with a task force involving autism professionals, family members, and self-advocates on the spectrum. It reviews research ethics concerns around sex and gender ; level of support needs ; communication modes ; race, ethnicity, geography, and language ; socioeconomic status ; and age. The exclusion of marginalized subgroups of people with autism is a major ethical concern. Researchers can facilitate inclusion by using inclusive terminology, developing accessible communication strategies, or traveling to meet participants. A person-oriented research ethics framework described in this paper structures the advice offered in the literature to create inclusive and supportive research environments.
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4. Lüddeckens J. Approaches to Inclusion and Social Participation in School for Adolescents with Autism Spectrum Conditions (ASC)—a Systematic Research Review. Review Journal of Autism and Developmental Disorders ;2021 (2021/03/01) ;8(1):37-50.
This systematic research review identifies approaches of inclusive education concerning adolescents with autism spectrum (ASC) without intellectual disability (ID). The definitions of inclusion, whose perspectives are taken into account, approaches, and the implications suggested for best practices are reviewed in the articles included in this study. The results show how inclusion is defined as a sense of social acceptance and an approach that physical placement in a regular class can lead to social participation. Taking into account students’ perspectives is seen as important. Implications for best practice include information on how to improve school personnel’s reflections on their responsibilities and expectations of students with disabilities and points to difficulties for teachers in meeting the diversity of students in the classroom.
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5. O’Donoghue M, O’Dea A, O’Leary N, Kennedy N, Forbes J, Murphy CA. Systematic Review of Peer-Mediated Intervention for Children with Autism Who Are Minimally Verbal. Review Journal of Autism and Developmental Disorders ;2021 (2021/03/01) ;8(1):51-66.
In peer-mediated intervention (PMI), peers act as agents of intervention. Previous reviews in this area have not addressed the effectiveness of using PMI with children with autism who are minimally verbal. Following a systematic search, we reviewed 25 studies where PMI was used to increase communication in minimally verbal participants. The majority of these (n = 23) were single-case experimental design studies in settings that included preschools, elementary schools, and high schools. PMIs varied in the amounts of training offered to peers and the types of activities in which children engaged. Social communication increased across studies, with alternative and augmentative communication and spoken language measured in seven studies, respectively. We offer recommendations for future research in this area.
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6. Howell M, Bradshaw J, Langdon PE. A Systematic Review of Behaviour-Related Outcome Assessments for Children on the Autism Spectrum with Intellectual Disabilities in Education Settings. Review Journal of Autism and Developmental Disorders ;2021 (2021/03/01) ;8(1):67-91.
A systematic review was completed to identify assessments used with children with intellectual disabilities to assess adaptive behaviour, challenging behaviour and autism-related behaviour and consider their appropriateness for use by special education teachers with autistic pupils. The findings of this review led to the recommendation that the Pervasive Development Disorder Behavior Inventory, Aberrant Behavior Checklist, Autism Treatment Evaluation Checklist and the Teacher Autism Progress Scale are currently the most appropriate assessments for these purposes, although some limitations of these assessments exist. Additional recommendations included teacher input during the development of robust assessments to show progress for autistic children with intellectual disabilities and further evaluation of commonly used assessments with an appropriate sample in a relevant education setting.
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7. Silbaugh BC, Murray C, Kelly MP, Healy O. A Systematic Synthesis of Lag Schedule Research in Individuals with Autism and Other Populations. Review Journal of Autism and Developmental Disorders ;2021 (2021/03/01) ;8(1):92-107.
Lag schedules increase operant variability. Several researchers have explored their clinical and educational applications, especially to address repetitive behavior or limited repertoires in individuals with autism spectrum disorder. In the current study, we provide the first comprehensive synthesis and appraisal of lag schedule research in humans. A multistep search strategy was employed to identify all experimental studies of lag schedules in humans published in peer-reviewed journals. We identified 38 studies that met inclusion criteria, summarized the study and participant characteristics, and evaluated evidential certainty. The results suggest that lag schedules are emerging as a promising applied behavioral technology for increasing operant variability, especially in individuals with autism spectrum disorder. We conclude with preliminary practice guidelines based on evidential certainty provided by the studies and identify future avenues of research.
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8. Murray RE, Barton EE. Training Pediatricians to Implement Autism Screening Tools : a Review of the Literature. Review Journal of Autism and Developmental Disorders ;2021 (2021/03/01) ;8(1):108-117.
The American Academy of Pediatrics recommends using an autism-specific screening tool for all young children at primary care well visits. Screening can detect risk of autism spectrum disorder (ASD) in young children whose parents and pediatrician may not otherwise have developmental concerns. The identification of children with or at-risk for ASD increases their access to early intervention services, which helps ameliorate skill deficits associated with ASD. Recent studies indicate pediatricians use autism-specific screening and diagnostic tools infrequently. Some research has been conducted to determine whether providing training to primary care providers increases screening practices ; however, evidence-based practices for training pediatricians to conduct ASD screenings or use other ASD identification tools have not been identified. We conducted a review of the research on training primary care providers (e.g., pediatricians) on the use of ASD identification tools with young children and their families. The results of this review point to a lack of high-quality research in this area. The information can be used to advance research, policy, and practice.
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9. Railey KS, Love AMA, Campbell JM. A Scoping Review of Autism Spectrum Disorder and the Criminal Justice System. Review Journal of Autism and Developmental Disorders ;2021 (2021/03/01) ;8(1):118-144.
The authors conducted a scoping review of peer-reviewed, empirical studies to summarize literature examining the interface between individuals with autism spectrum disorder (ASD) and the criminal justice system (CJS). The authors searched 13 professional databases and 28 journals using key terms related to ASD and the CJS. From a total of 678 articles, 55 met inclusion criteria and the authors organized studies into five thematic categories : (a) prevalence of ASD in CJS settings, (b) characteristics of individuals with ASD in CJS settings, (c) ASD experiences and perceptions of the CJS, (d) interviewing individuals with ASD in CJS settings, and (e) knowledge, perceptions, awareness, and training by CJS professionals. The review revealed a growing increase in ASD-CJS research and identified areas of future research.
