1. David M, Rispoli M, Gregori E, Lory C, Kim SY, Wang D. A Quality Review of School-Based Challenging Behavior Interventions for Adolescents with Developmental Disabilities. Review Journal of Autism and Developmental Disorders;2021 (2021/06/01);8(2):145-169.

There is a growing population of adolescent students with developmental disabilities (DD) in school settings. Educators are in need of evidence-based practices (EBP) to address the challenging behaviors of students with DD. A key consideration in determining whether practices should be considered as an EBP is whether these practices have been implemented with fidelity. Yet, previous research has shown that many studies fail to report treatment fidelity data, which may compromise the outcomes of studies examining interventions to reduce challenging behaviors for adolescents with DD. Reported fidelity is essential for having increased confidence that the study outcomes were in fact due to the intervention rather than some extraneous variable. Thus, the purposes of this review were to systematically evaluate the quality of research on challenging behavior interventions for adolescents with DD and examine the reporting of implementation fidelity in high-quality studies. Fifty-three studies were evaluated against the quality indicators developed by the Council for Exceptional Children. Recommendations for future research and implications for practice are discussed.

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2. Casagrande K, Ingersoll BR. Improving Service Access in ASD: A Systematic Review of Family Empowerment Interventions for Children with Special Healthcare Needs. Review Journal of Autism and Developmental Disorders;2021 (2021/06/01);8(2):170-185.

We systematically reviewed research on interventions designed to increase service access for children with special healthcare needs through family empowerment, defined as caregiver’s knowledge, attitudes, and behaviors to meet their family’s needs. The purpose was to describe these interventions, evaluate the evidence, and understand their relevance for increasing service access for children with autism spectrum disorder. Identified studies (n = 25) showed consistent improvements in knowledge and attitudes, limited assessment of behavior, and mixed outcomes for service access, suggesting a need for greater understanding of how to empower families to meet their service needs. Future research should aim to integrate theory across development, application, and evaluation of interventions, while considering alternative approaches that put more responsibility and burden on systems of care.

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3. Bene K, Lapina A. A Meta-Analysis of Sibling-Mediated Intervention for Brothers and Sisters Who Have Autism Spectrum Disorder. Review Journal of Autism and Developmental Disorders;2021 (2021/06/01);8(2):186-194.

We conducted a meta-analysis which included 16 sibling-mediated intervention studies that aims to utilize siblings to teach their brothers and sisters with autism spectrum disorder play skills, functional skills, or to decrease unwanted behaviors. In general, results across the studies show that sibling-mediated intervention has medium effect size and can be used as a method to improve many skills which include social and communication skills. Sibling-mediated intervention also facilitated maintenance and generalization of the targeted skills. The researchers discuss the findings and make suggestions for future investigations.

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4. Papoudi D, Jørgensen CR, Guldberg K, Meadan H. Perceptions, Experiences, and Needs of Parents of Culturally and Linguistically Diverse Children with Autism: a Scoping Review. Review Journal of Autism and Developmental Disorders;2021 (2021/06/01);8(2):195-212.

A scoping review of studies carried out in the UK and the USA was conducted to explore the perceptions, experiences, and needs of culturally and linguistically diverse families of children with autism. Overall, 32 articles met the inclusion criteria, 25 studies were conducted in the USA and 7 studies in the UK. Four themes emerged including (a) knowledge and beliefs about autism and their impact on the family; (b) autism and family life; (c) family experiences of accessing services and support, and parents’ needs; and (d) multilanguage. Findings highlighted that family perceptions of autism are influenced by an often-reported lack of knowledge; experiences include social stigma as well as difficulties in having access to services. Needs indicate the development of culturally sensitive interventions, information in multiple languages, and parent–professional collaboration. Implications for research, policy, and practice are included.

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5. Gibbs AR, Tullis CA. The Emergence of Untrained Relations in Individuals with Autism and Other Intellectual and Developmental Disabilities: a Systematic Review of the Recent Literature. Review Journal of Autism and Developmental Disorders;2021 (2021/06/01);8(2):213-238.

An increasing number of investigations have described various interventions to promote the emergence of derived responding within the relation of sameness for individuals with autism and other intellectual and developmental disabilities. Systematic searches identified 53 studies published since 2013 that met inclusion criteria. These studies were analyzed according to their participants, assessment methods, experimental design, content taught, setting, teaching procedures, emergent responses, outcomes, and reliability measures. The quality of the studies was measured using the single-case analysis and research framework (SCARF). While the results of this review indicate that many individuals with intellectual and developmental disabilities can demonstrate the emergence of untrained relations across a wide range of instructional content and teaching methodologies, the quality and rigor of the literature limits the conclusions that can be made, leading to recommendations for future research.

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6. Lin J-D, Lin L-P. Mental Disorders and the Impacts in Older Adults with Intellectual Disabilities. Review Journal of Autism and Developmental Disorders;2021 (2021/06/01);8(2):239-243.

Mental disorders and physical health problems are common among adults with intellectual disabilities, as they accompanied with mental disorders are always present higher levels of functional disability than those with intellectual disabilities only. This review aims to describe the characteristics and the impacts of older people with intellectual disabilities accompanied with mental disorders in their daily livings. Results reveal that the prevalence of MD is high in adults of all ages with ID; there was no significant difference in older people with ID and younger people with ID. Individuals with ID attending psychiatric services were more likely to be older and polypharmacy was commonplace for older adults with ID. Higher family impact was also found between caregivers to adults with intellectual disabilities and mental disorders. This review highlights that adults with intellectual disabilities have higher mental disorder service needs which require recognition and the allocation of specific resources to protect the same right to healthy ageing as their counterparts living without ID. Further research is needed to improve our understanding of the adverse effects of ageing on the mental disorders and care needs of older people with intellectual disabilities.

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7. Caprì T, Nucita A, Iannizzotto G, Stasolla F, Romano A, Semino M, Giannatiempo S, Canegallo V, Fabio RA. Telerehabilitation for Improving Adaptive Skills of Children and Young Adults with Multiple Disabilities: a Systematic Review. Review Journal of Autism and Developmental Disorders;2021 (2021/06/01);8(2):244-252.

We conducted a systematic review of telerehabilitation (TR) interventions on children and young adults with multiple disabilities (MDs). This review aimed to (a) examine the effectiveness of telerehabilitation (TR) on adaptive skills that have been targeted for intervention, (b) describe the type of devices used in the intervention procedures, (c) summarize the outcomes, and (d) examine the consumer/professional satisfaction of TR. Eleven studies met inclusion criteria. Results suggested that TR is an effective tool in improving the adaptive skills of children and young adults with MDs. Boh consumers and professionals reported high levels of satisfaction and acceptance of TR services. Trends across different types of devices implemented in TR programs are considered and recommendations are made for future research.

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8. Heng E, Lanovaz MJ, Beauregard A. Research on Technological Interventions for Young Children with Autism Spectrum Disorders: a Scoping Review. Review Journal of Autism and Developmental Disorders;2021 (2021/06/01);8(2):253-263.

Researchers have widely reported using technological interventions to support young children with autism spectrum disorder. Given the abundance and diversity of research on the topic, the authors conducted a scoping review of 158 studies published from 1994 to 2019 to provide a current state of the literature and guide future research. Overall, the results indicate that video modeling, communication aids, and discrete trial instruction have been the topic of the most studies in the research literature. Moreover, most researchers have used single-case designs and combined technology with some type of adult provided support. Findings suggest that future studies should compare the use of different devices and interventions directly together while better isolating the unique contribution of technology when evaluating its effects.

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