Behavioural Water Safety and Autism: a Systematic Review of Interventions

Abstract

People with autism are approximately twice as likely to die from drowning than members of the general population. Drowning can take place in quite small bodies of water. Therefore, acquiring good water safety skills is of the utmost importance. A systematic review of research into effective behavioural interventions for water safety and swim skills was conducted. In total, 11 studies were identified. Findings suggest that behaviourally based interventions can improve a range of water safety and swim skills in individuals with autism.

Predictors of Burnout, Job Satisfaction, and Turnover in Behavior Technicians Working with Individuals with Autism Spectrum Disorder

Abstract

Frequent turnover of behavior technicians working with individuals with autism spectrum disorder (ASD) may have negative impacts on organizations, staff, and patients. The current paper set out to conduct a systematic review of predictors of staff retention in behavior technicians. Two databases were searched to identify studies relating to retention, turnover, burnout, and job satisfaction across samples of behavior technicians working with individuals with ASD. Of the 33 articles identified, 5 studies met inclusion criteria. A number of employee and organizational factors were identified as predictors of burnout, job satisfaction, and intention to turnover in behavior technicians. These findings are informative for hiring practices, ongoing supervision, and support of behavior technicians working with individuals with ASD.

New Genetic Approaches for Early Diagnosis and Treatment of Autism Spectrum Disorders

Abstract

Autism spectrum disorders (ASD) are common heterogeneous neurodevelopmental disorders, characterized by disruptions in social interactions, communication, and limitations in behavior. Early diagnosis is an important step to prevent progression of ASD. Recent developments in genetic technology provide useful tools to investigate the molecular mechanisms involved in autism. Despite a number of noteworthy studies, there is not yet enough understanding of the genetic etiology of ASD. Research should focus on multidisciplinary approaches to improve early diagnosis and intervention of autism. It is important to study the combinatorial effects of genetic, epigenetic, and environmental factors. This review focuses on current research in ASD, highlighting the importance of identifying new approaches, such as next generation sequencing (NGS) and microRNA (miRNA) technologies, to introduce possible ways for developing new biomarkers and drugs.

Schema Development in Individuals with Autism: A Review of the Literature

Abstract

The purpose of this article was to synthesize the available research regarding the development of complex schemata in individuals with autism across its entire developmental process beginning with prototype formation, followed by categorization, and finally the development of schema. Specific research questions addressed the quality of research across all available studies, characteristics of participants, and whether a difference exists in the ability of individuals with autism to form schema as it relates to all three steps of the developmental process. Through a search of articles published between 1980 and 2018, 23 articles were identified, and results indicated a difference in individuals with autism as compared to typically developing controls, with the most mixed results occurring in prototype research. Implications for future research are discussed.

Preschool Interventions for Children with Autism Spectrum Disorder: a Review of Effectiveness Studies

Abstract

Early intervention is widely recommended for young children with autism spectrum disorder, but the effectiveness of interventions when implemented in inclusive preschool settings needs to be considered. To this end, we identified 16 studies that provided early intervention to children with autism spectrum disorder who were attending inclusive preschools. Effectiveness studies, that is, studies evaluating interventions that were implemented under real-world conditions, were targeted, provided they met the pre-determined inclusion criteria. Included studies were summarized in terms of (a) participant characteristics, (b) intervention procedures, (c) procedures for training teachers, (d) study design, (e) outcomes, (f) study quality, and (g) social validity. A range of intervention procedures were implemented, and positive outcomes for children and/or teachers were reported in most studies. However, methodological limitations were identified for most of the included studies, indicating the need for additional higher-quality research. Still, the present review suggests that teachers may be able to effectively deliver early intervention to young children with autism spectrum disorder in inclusive preschool settings.

Rapid Prompting Method and Autism Spectrum Disorder: Systematic Review Exposes Lack of Evidence

Abstract

This systematic review is aimed at examining the effectiveness of the rapid prompting method (RPM) for enhancing motor, speech, language, and communication and for decreasing problem behaviors in individuals with autism spectrum disorder (ASD). A multi-faceted search strategy was carried out. A range of participant and study variables and risk and bias indicators were identified for data extraction. RPM had to be evaluated as an intervention using a research design capable of empirical demonstration of RPM’s effects. No studies met the inclusion criteria, resulting in an empty review that documents a meaningful knowledge gap. Controlled trials of RPM are warranted. Given the striking similarities between RPM and Facilitated Communication, research that examines the authorship of RPM-produced messages needs to be conducted.

Potential Determinants of Gastrointestinal Dysfunction in Autism Spectrum Disorders

Abstract

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.

Reading Instruction for Children with Autism Spectrum Disorders: A Systematic Review and Quality Analysis

Abstract

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.

Caregiver-Implemented Intervention for Young Children with Autism Spectrum Disorder: A Systematic Review of Coaching Components

Abstract

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.