Review Journal of Autism and Developmental Disorders – 8-4 – December 2021
1. Hernandez-Ruiz E. Parent-Mediated Music Interventions with Children with ASD: a Systematic Review. Review Journal of Autism and Developmental Disorders;2021 (2021/12/01);8(4):403-420.
Parent-mediated interventions complement professional services and empower parents. In music therapy, this treatment modality is emerging. A systematic review was conducted to assess the existence of parent-mediated music interventions with children with ASD, identify the characteristics of parent coaching used, and summarize results. Thirteen studies were selected. Framework analyses were performed on descriptions of “parent-mediated,” “parent coaching,” outcomes, measures, and findings. Quality of the research and of the training programs varied substantially. Salient findings include emerging interest in involving parents in treatment, limited conceptual frameworks for parent coaching, and limited development of this modality. High attrition, parental effort, and mixed populations limit the internal and social validity of studies. Music therapists may consider investigating parent-mediated interventions, while considering parental effort.
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2. Kuder SJ, Accardo AL, Bomgardner EM. Mental Health and University Students on the Autism Spectrum: a Literature Review. Review Journal of Autism and Developmental Disorders;2021 (2021/12/01);8(4):421-435.
An increasing amount of evidence indicates that mental health conditions pose a significant challenge for post-secondary students on the autism spectrum. A review of the literature was conducted to bring greater awareness to the issue of mental health conditions of university students on the autism spectrum, to identify the impact of mental health conditions on university success, and to identify support services that can help students on the autism spectrum successfully complete their post-secondary education. Overall, 23 studies met inclusion criteria, spanning across the USA, Canada, UK, Australia, Belgium, China, and Japan. Data is reported according to three categories: the frequency and/or type of mental health condition experienced by students on the autism spectrum; the impact of mental health conditions on students; and effectiveness of supports for students with mental health conditions.
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3. Adams D, Young K. A Systematic Review of the Perceived Barriers and Facilitators to Accessing Psychological Treatment for Mental Health Problems in Individuals on the Autism Spectrum. Review Journal of Autism and Developmental Disorders;2021 (2021/12/01);8(4):436-453.
Individuals on the autism spectrum experience high rates of mental health issues. Meta-analyses indicate promising effects of psychological therapies, but challenges remain in ensuring and supporting access. This systematic review identified 12 studies that report on the barriers and facilitators to accessing psychological treatments for mental health or emotional/behavioural challenges for individuals on the autism spectrum. The most commonly reported barrier was a lack of therapist knowledge or expertise in autism or an inability or unwillingness on the part of the therapist to tailor approaches to support the needs of those on the autism spectrum. Fewer studies identified facilitators to accessing services. The findings highlight avenues for improving access to mental health services for individuals on the autism spectrum.
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4. Lockwood Estrin G, Milner V, Spain D, Happé F, Colvert E. Barriers to Autism Spectrum Disorder Diagnosis for Young Women and Girls: a Systematic Review. Review Journal of Autism and Developmental Disorders;2021 (2021/12/01);8(4):454-470.
There is increased recognition that women and girls with autism spectrum disorders (ASD) are underserved by the clinical criteria and processes required to receive a diagnosis. This mixed-methods systematic review aimed to identify key barriers to obtaining an ASD diagnosis in girls and young women under 21 years. Six themes were identified that focused on perceived gendered symptoms, namely behavioural problems, social and communication abilities, language, relationships, additional diagnoses/difficulties and restricted and repetitive behaviours and interests. Five themes were identified as (parental) perceived barriers to diagnosis, namely compensatory behaviours, parental concerns, others’ perceptions, lack of information/resources and clinician bias. This review highlights the importance of enhancing widespread understanding and recognition of ASD presentation in females across development. PROSPERO Centre for Reviews and Dissemination (ID 2018 CRD42018087235)
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5. Lisk C, Lawson LM, Vaduvathiriyan P. The Impact of Animal Exposure for Children with ASD: a Scoping Review. Review Journal of Autism and Developmental Disorders;2021 (2021/12/01);8(4):471-481.
Animal-assisted interventions are increasingly used for children with ASD to promote inclusion and quality of life but are not accessible to many families. Companion animals may provide similar benefit but have not been well-investigated within this population. This scoping review presents the state of research regarding natural-based animal exposure to children and adolescents with ASD. Thirteen studies met the criteria for inclusion within this review. The results found primary themes to include social skills and relationships; emerging subthemes included safety and security, and mental health benefits related to social skills. The research was primarily exploratory and qualitative with flawed methodology. Recommendations include continued research with longitudinal designs, more rigorous methodologies, and use of objective measures to study the human-animal bond.
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6. Morton HE. Assessment of Bullying in Autism Spectrum Disorder: Systematic Review of Methodologies and Participant Characteristics. Review Journal of Autism and Developmental Disorders;2021 (2021/12/01);8(4):482-497.
The growing body of literature on bullying in autism spectrum disorder (ASD) suggests individuals with ASD are bullied more frequently than their non-ASD peers. However, there is no gold standard assessment tool for bullying in ASD, and the use of differing methodologies generates varying prevalence estimates. This systematic review evaluates the assessment methods for bullying in ASD and summarizes the participant characteristics in this literature. None of the identified measures meet literature recommendations for bullying assessment in ASD. Additionally, there is a need for increased sample diversity regarding the gender, race, and cognitive ability of ASD participants. Recommendations for researchers and practitioners are discussed, including the need for a gold standard assessment tool and consistency in the operationalization of bullying.
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7. Parchomiuk M. Old Age in Adults with ASD: Psychosocial Aspects—a Systematic Review. Review Journal of Autism and Developmental Disorders;2021 (2021/12/01);8(4):498-512.
The present article is a systematic review of literature, examining the extent to which there is interest in old age of people with autistic spectrum disorders (ASD) and the issues in this field that are analyzed. The focus was on psychosocial aspects of functioning. The conducted literature review, using databases, covered the years 2000–2019. As a result of a search, a total of 7728 records were selected. Thirty-two articles meeting the search criteria were qualified for detailed analysis. The reviewed papers focused on the mental dimension of functioning, including cognitive processes of the elderly and mental disorders. Researchers also verified changes in difficult behavior and autistic traits. Issues regarding the social functioning of the elderly with ASD are almost absent.
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8. Brock ME, Shawbitz KN, Anderson EJ, Criss CJ, Sun X, Alasmari A. Recess Should Include Everyone: a Scoping Review of Interventions Designed to Improve Social and Play Outcomes for Elementary Students with Developmental Disabilities at Recess. Review Journal of Autism and Developmental Disorders;2021 (2021/12/01);8(4):513-524.
Recess represents a rich opportunity for social development, but students with intellectual and developmental disabilities (IDD) often do not fully realize these benefits. In this systematic review, we review 37 experimental studies in which students with IDD received interventions designed to improve social outcomes at recess. Overall, these studies provide strong scientific evidence that focused intervention can produce medium to large effects on peer interaction and peer play. A subset of studies reported effects on social skills and social status, although the presence and magnitude of effects was variable. Studies tended to focus on students with autism who did not have intellectual disability and involved a combination of classroom-based social skills instruction and support on the playground from peers or adults. We recommend that special educators deliver this combination of strategies to students with autism. Further research is needed for students with intellectual disability or multiple disabilities.
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9. Glugatch LB, Machalicek W, Knutson K. Sportsmanship Interventions for Individuals with Autism Spectrum Disorders: a Systematic Literature Review. Review Journal of Autism and Developmental Disorders;2021 (2021/12/01);8(4):525-540.
This systematic review summarizes and analyzes the literature on sportsmanship interventions for individuals with autism. Electronic database searches (i.e., PsycNet, ERIC) and ancestral searches were conducted to find relevant articles. Twenty-eight studies were included in this study that used experimental designs that targeted sportsmanship behaviors. The results were summarized across participants, targeted behaviors, settings, interventions, and methodological rigor of the included studies. Although most studies reported positive outcomes on the targeted social-communication behaviors, methodological limitations should be considered when interpreting the results. Limitations of this review and implications for future research are discussed.
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10. Morris P, Hope E, Foulsham T, Mills JP. The Effectiveness of Mirroring- and Rhythm-Based Interventions for Children with Autism Spectrum Disorder: a Systematic Review. Review Journal of Autism and Developmental Disorders;2021 (2021/12/01);8(4):541-561.
Autism Spectrum Disorder (ASD) is characterised as a neurodevelopmental disorder that has continuing deficits in communication skills and social development. Utilising techniques known as mirroring and rhythm, Dance and Movement Therapy (DMT) has shown beneficial effects in the autistic population reducing such deficits. However, no review to date has investigated these individual techniques outside the practice of DMT. This systematic review of studies published between 1975 and 2020 aims to evaluate the effectiveness of both mirroring and rhythm as interventions that target communication skills and social development in children diagnosed with ASD. Out of 1369 relevant articles, 11 met the inclusion criteria. All studies showed beneficial effects of mirroring and rhythm for communication skills and social development in children diagnosed with ASD. Therefore, incorporating these techniques into new interventions and practice may offer substantial therapeutic benefits for autistic children.
