A Systematic Review of Effects of Social Stories Interventions for Individuals With Autism Spectrum Disorder

2015 ◽  
Vol 33 (1) ◽  
pp. 25-34 ◽  
Author(s):  
Cathy H. Qi ◽  
Erin E. Barton ◽  
Margo Collier ◽  
Yi-Ling Lin ◽  
Charisse Montoya
Keyword(s):  
Systematic Review ◽  
Autism Spectrum Disorder ◽  
Visual Analysis ◽  
Causal Relation ◽  
Single Case ◽  
Social Stories ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Future Research ◽  
Design Standards

The purpose of this systematic review was to synthesize 22 single-case research design (SCRD) studies on social stories intervention for individuals with autism spectrum disorder (ASD). We used the What Works Clearinghouse (WWC) SCRD standards to analyze study rigor and evidence of a causal relation. We calculated four nonoverlap indices to evaluate intervention, maintenance, and generalization effects. Results suggested that all studies met the WWC design standards with or without reservations. Seven studies (32%) provided strong or moderate evidence of a causal relation. Nonoverlap indices calculations indicated social stories intervention was effective. Using the WWC 5-3-20 guidelines to determine evidence of social stories, social stories intervention would not be considered an evidence-based practice (EBP) for individuals with ASD based on visual analysis, but would be deemed an EBP based on nonoverlap indices. It is worth noting that WWC used visual analysis, not nonoveralap indices, to determine whether an intervention meets the 5-3-20 replication rule. Findings of the systematic review showed there were discrepancies. Implications for future research and practice are discussed.

A Systematic Review of Interventions to Promote Varied Social-Communication Behavior in Individuals With Autism Spectrum Disorder

2019 ◽  
Vol 43 (6) ◽  
pp. 790-818 ◽  
Author(s):  
Katie Wolfe ◽  
Sara Pound ◽  
Meka N. McCammon ◽  
Laura C. Chezan ◽  
Erik Drasgow
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Communication ◽  
Visual Analysis ◽  
Single Case ◽  
Functional Relation ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Future Research ◽  
Design Standards ◽  
Communication Behaviors

Individuals with autism spectrum disorder (ASD) may engage in repetitive social-communication behaviors that can limit their skill acquisition, access to reinforcement, and access to less restrictive settings. Basic and applied research indicates that variability, or the extent to which responses are topographically different from one another, is influenced by antecedent and consequence interventions. Our purpose in this study is to systematically review the literature on interventions to increase variable social-communication behaviors in individuals with ASD. We identified 32 studies through a database search and screened them using the What Works Clearinghouse (WWC) Single-Case Design Standards. Eighteen studies containing 55 cases met WWC Design Standards. We coded the descriptive characteristics and strength of evidence based on visual analysis from each of these 18 studies and calculated effect sizes using Tau-U. Our results indicate that most cases (65%) provide strong evidence of a functional relation between the interventions and varied social-communication behaviors, and the median Tau-U was .82. We discuss the implications of our results for practice and for future research on interventions designed to increase variability with this population.

scholarly journals Effectiveness of Responsivity Intervention Strategies on Prelinguistic and Language Outcomes for Children with Autism Spectrum Disorder: A Systematic Review and Meta-Analysis of Group and Single Case Studies

2021 ◽  
Author(s):  
Jena McDaniel ◽  
Nancy C. Brady ◽  
Steven F. Warren
Keyword(s):  
Systematic Review ◽  
Autism Spectrum Disorder ◽  
Visual Analysis ◽  
Single Case ◽  
Functional Relation ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Intervention Strategies ◽  
Spectrum Disorder ◽  
Language Outcomes

AbstractWe conducted a systematic review to identify randomized controlled trials (RCTs) and single case research design (SCRD) studies of children with autism spectrum disorder that evaluate the effectiveness of responsivity intervention techniques for improving prelinguistic and/or language outcomes. Mean effect sizes were moderate and large for RCTs (33 studies; g = 0.36, 95% CI [0.21, 0.51]) and SCRD (34 studies; between-case standardized mean difference = 1.20, 95% CI [0.87, 1.54]) studies, respectively. Visual analysis (37 studies) revealed strong evidence of a functional relation for 45% of the opportunities and no evidence for 53%. Analyses of moderator effects and study quality are presented. Findings provide support for responsivity intervention strategies with more robust support for context-bound outcomes than more generalized outcomes.

A Systematic Quality Review of Technology-Aided Reading Interventions for Students With Autism Spectrum Disorder

2021 ◽  
pp. 074193252110636
Author(s):  
So Yeon Kim ◽  
Mandy Rispoli ◽  
Rose A. Mason ◽  
Catharine Lory ◽  
Emily Gregori ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Reading Instruction ◽  
Reading Interventions ◽  
Single Case ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Design Standards ◽  
Students With Autism ◽  
Quality Of Research

Technology has been widely used to teach reading skills to students with autism spectrum disorder (ASD), but the quality of research backing up this practice has not yet been fully investigated. The purpose of this review was to examine the quality of research on technology-aided reading interventions for students with ASD and summarize study characteristics of research studies with meeting the What Works Clearinghouse (WWC) design standards. A total of 31 studies using group design ( n = 4) or single-case design ( n = 27) were systematically aggregated, and 16 studies (52%) met the WWC design standards. Study features related to participants, intervention, technology usage, and outcome variables were synthesized for these 16 studies. Results indicated that two types of technology (i.e., computer, iPad) were used to deliver reading instruction through software programs or support interventionist-directed reading instruction. Finally, implications for research and practice are discussed.

A Meta-Analysis of Single-Case Research on Embedding Interests of Individuals With Autism Spectrum Disorder

2019 ◽  
Vol 41 (5) ◽  
pp. 296-308
Author(s):  
Jennifer Ninci ◽  
Leslie C. Neely ◽  
Mack D. Burke ◽  
Mandy Rispoli ◽  
Kimberly J. Vannest ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Visual Analysis ◽  
Single Case ◽  
Meta Analysis ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Restricted Interests ◽  
Moderating Variables ◽  
Ritualistic Behaviors ◽  
Motivation To Participate

Restricted interests of individuals with autism spectrum disorder (ASD) can act as a barrier to learning important life skills. Embedding the interests of individuals into their learning environment can act to establish motivation to participate. A meta-analysis of 20 single-case studies on embedding interests of individuals with ASD was conducted to determine overall effects and potential moderating variables. Data were aggregated across domains of variables including dependent variables, participant characteristics, and learning contexts. The correlation between self-stimulatory or ritualistic behaviors and primary outcomes was evaluated. Publication bias and consistency of the Tau/Tau- U nonoverlap effect size with visual analysis were tested via moderator analyses. The literature suggests that embedding interest for learners with ASD can either be beneficial or distractible. Effects ranged from negative to strong, with several moderators identified. Practitioners should take caution when using this intervention with students who display self-stimulatory or ritualistic behaviors when their interests are present.

A Systematic Review of Law Enforcement Training Related to Autism Spectrum Disorder

2020 ◽  
Vol 35 (4) ◽  
pp. 221-233 ◽  
Author(s):  
Kirsten S. Railey ◽  
Abigail M. A. Love ◽  
Jonathan M. Campbell
Keyword(s):  
Systematic Review ◽  
Autism Spectrum Disorder ◽  
Law Enforcement ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Future Research ◽  
Law Enforcement Training ◽  
Training Format ◽  
Effectiveness Of Training ◽  
Meta Analyses

Although research confirms the effectiveness of training to improve law enforcement officers’ (LEOs) awareness and knowledge of people with intellectual disability and learning disabilities, review of the efficacy of autism-specific law enforcement training is needed. To provide up-to-date information regarding training for LEOs related to autism spectrum disorder (ASD), a systematic review of the literature was conducted. Adhering to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses for Protocols (PRISMA), we conducted a search of 13 professional databases and 28 journals using search terms related to both ASD and law enforcement training. From 606 articles identified during the initial search, only two articles met inclusion criteria, which suggests that limited research exists that explores ASD and law enforcement training. Included studies were summarized in terms of participants as well as training format, content, and outcomes. Limitations of the current literature, directions for future research, and current implications for practice are discussed.

Morality in autism spectrum disorder: A systematic review

2019 ◽  
Vol 32 (3) ◽  
pp. 1069-1085
Author(s):  
E. E. Dempsey ◽  
C. Moore ◽  
S. A. Johnson ◽  
S. H. Stewart ◽  
I. M. Smith
Keyword(s):  
Systematic Review ◽  
Decision Making ◽  
Autism Spectrum Disorder ◽  
Moral Development ◽  
Interpersonal Relationships ◽  
Critical Evaluation ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Future Research ◽  
Moral Decision Making

AbstractMoral reasoning and decision making help guide behavior and facilitate interpersonal relationships. Accounts of morality that position commonsense psychology as the foundation of moral development, (i.e., rationalist theories) have dominated research in morality in autism spectrum disorder (ASD). Given the well-documented differences in commonsense psychology among autistic individuals, researchers have investigated whether the development and execution of moral judgement and reasoning differs in this population compared with neurotypical individuals. In light of the diverse findings of investigations of moral development and reasoning in ASD, a summation and critical evaluation of the literature could help make sense of what is known about this important social-cognitive skill in ASD. To that end, we conducted a systematic review of the literature investigating moral decision making among autistic children and adults. Our search identified 29 studies. In this review, we synthesize the research in the area and provide suggestions for future research. Such research could include the application of an alternative theoretical framework to studying morality in autism spectrum disorder that does not assume a deficits-based perspective.

Systematic Review of Safety Skill Interventions for Individuals With Autism Spectrum Disorder

2020 ◽  
pp. 002246692091824
Author(s):  
Elif Tekin-Iftar ◽  
Seray Olcay ◽  
Nursinem Sirin ◽  
Hatice Bilmez ◽  
H. Deniz Degirmenci ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Single Case ◽  
Behavioral Skills Training ◽  
Skills Training ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Effect Sizes ◽  
Safety Skills ◽  
Design Standards ◽  
Improvement Rate

We conducted a descriptive analysis of single-case research design (SCRD) studies on safety skills instruction (SSI) for individuals with autism spectrum disorder (ASD). Once we identified studies through electronic databases and reference lists, we used What Works Clearinghouse (WWC) Standards to evaluate each study. We analyzed studies in terms of various descriptive variables, calculated effect sizes through improvement rate difference (IRD), and aggregated effect sizes across studies to produce an omnibus effect size. Results showed 18 of 29 studies met the WWC Standards to meet design standards (MS) and meet design standards with reservations (MS-R), and various types of SSI were effective in teaching various skills. Of 18, 12 studies resulted in a large effect, and we found a behavioral skills training package (BST) to be evidence-based when we applied a 5-3-20 rule. Implications for researchers and practitioners are discussed.

Employment programmes and interventions targeting adults with autism spectrum disorder: A systematic review of the literature

Autism ◽  
2016 ◽  
Vol 21 (8) ◽  
pp. 929-941 ◽  
Author(s):  
Darren Hedley ◽  
Mirko Uljarević ◽  
Lauren Cameron ◽  
Santoshi Halder ◽  
Amanda Richdale ◽  
...  
Keyword(s):  
Systematic Review ◽  
Autism Spectrum Disorder ◽  
Family System ◽  
Small Sample Size ◽  
Empirical Studies ◽  
Autism Spectrum ◽  
Small Sample ◽  
Spectrum Disorder ◽  
Future Research ◽  
The Impact

Individuals with autism spectrum disorder face significant challenges entering the workforce; yet research in this area is limited and the issues are poorly understood. In this systematic review, empirical peer-reviewed studies on employment programmes, interventions and employment-related outcomes in individuals with autism spectrum disorder over 18 years with and without intellectual disability were identified and evaluated. The review was prefaced by a summary of previous systematic reviews in the area. Web of Science, Medline, PsychINFO, ERIC and Scopus databases were systematically searched through to October 2015. From 32,829 records identified in the initial search, 10 review and 50 empirical articles, comprising N = 58,134 individuals with autism spectrum disorder, were included in the review. Selected articles were organised into the following themes: employment experiences, employment as a primary outcome, development of workplace skills, non-employment-related outcomes, assessment instruments, employer-focused and economic impact. Empirical studies were limited by poor participant characterisation, small sample size and/or a lack of randomisation and use of appropriate controls. Poor conceptualisation and measurement of outcomes significantly limited study quality and interpretation. Future research will require a multidisciplinary and multifaceted approach to explore employment outcomes on the individual, the family system, co-workers and the employer, along with the impact of individual differences on outcome.

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