scholarly journals A Systematic Review of Single-Case Research on Science-Teaching Interventions to Students with Intellectual Disability or Autism Spectrum Disorder

Disabilities ◽  
2021 ◽  
Vol 1 (3) ◽  
pp. 286-300
Author(s):  
Georgia Iatraki ◽  
Spyridon-Georgios Soulis
Keyword(s):  
Systematic Review ◽  
Autism Spectrum Disorder ◽  
Intellectual Disability ◽  
Science Teaching ◽  
Single Case ◽  
Natural World ◽  
Autism Spectrum ◽  
Teaching Science ◽  
Spectrum Disorder ◽  
Teaching Interventions

The present study records and evaluates science-teaching interventions for students with intellectual disability (ID) or Autism Spectrum Disorder (ASD) at all education levels, for better access to the general curriculum. We conducted a systematic review of the primary research literature published from 2008 to 2018. A total of 24 single-case designs were identified through determined inclusion criteria. The articles were coded based on specific variables, and they were analyzed as a descriptive synthesis. A synthesis was then approached and the PND effect size was calculated. The study concludes that using systematic instruction with supplemental practices and technology support in teaching science to students with ID or ASD will allow them to make more meaningful natural-world connections through their learning. In addition, designing postsecondary programs for this population will contribute to building a society with equal participation and progress. The necessity for continuous research in teaching science to students with ID or ASD is also emphasized.

iPod Touch® to Increase Functional Communication of Adults With Autism Spectrum Disorder and Significant Intellectual Disability

2015 ◽  
Vol 32 (3) ◽  
pp. 209-217 ◽  
Author(s):  
Kaori Nepo ◽  
Matt Tincani ◽  
Saul Axelrod ◽  
Lois Meszaros
Keyword(s):  
Autism Spectrum Disorder ◽  
Intellectual Disability ◽  
Single Case ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Speech Communication ◽  
Functional Communication ◽  
Adults With Autism ◽  
Ipod Touch ◽  
Adults With Asd

Adults with autism spectrum disorder (ASD) and significant intellectual disability (ID) often have limited speech communication abilities. Abundant research supports use of augmentative and alternative communication (AAC) to enhance skills of children with ASD and ID, but less research has examined efficacy of AAC with non-speaking adults. In this study, three adults with ASD and significant ID were taught basic functional communication using the iPod Touch® with MyTalk Mobile® software within a single-case, multiple-probe across-subjects design. The iPod Touch® taught with most-to-least prompting increased participants’ independent manding, participants were able to discriminate between picture symbols, and participants’ manding generalized to a naturalistic setting with typically available preferred items. Implementation of AAC coincided with increases in speech for one participant. Results illustrate how an applied behavior analysis approach incorporating a speech generating device is effective in teaching communication to adults with ASD and significant ID.

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.

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.

scholarly journals Clinical sequencing yield in epilepsy, autism spectrum disorder, and intellectual disability: A systematic review and meta‐analysis

Epilepsia ◽  
2020 ◽  
Author(s):  
Arthur Stefanski ◽  
Yamile Calle‐López ◽  
Costin Leu ◽  
Eduardo Pérez‐Palma ◽  
Elia Pestana‐Knight ◽  
...  
Keyword(s):  
Systematic Review ◽  
Autism Spectrum Disorder ◽  
Intellectual Disability ◽  
Meta Analysis ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Clinical Sequencing

A Systematic Review of Caregiver-Implemented Mealtime Interventions for Children With Autism Spectrum Disorder

2018 ◽  
Vol 38 (3) ◽  
pp. 196-207
Author(s):  
Julie Diaz ◽  
Joanna Cosbey
Keyword(s):  
Systematic Review ◽  
Autism Spectrum Disorder ◽  
Research Design ◽  
Design Research ◽  
Single Case ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Current Evidence ◽  
Children With Asd

Children with autism spectrum disorder (ASD) frequently have difficult mealtimes. A systematic review analyzed current evidence relevant to occupational therapy (OT) and mealtime interventions (a) for children with ASD, (b) occurring in the natural contexts, and (c) with parents/caregivers as interventionists. Database search identified 13 relevant articles. Each article was reviewed for practicality of implementation through a modified Feasibility, Appropriateness, Meaningfulness and Effectiveness (FAME) scale and for quality of research design using three measures specifically designed for single-case experimental design research. The majority of articles reviewed demonstrated rigorous research design with strong evidence for the effectiveness of caregiver-implemented interventions. Six intervention techniques were identified, with all studies using a reinforcement strategy and at least one other technique. This review identifies evidence-based practices for OTs to support children with ASD and their families within the natural co-occupation of mealtimes. Effective techniques and recommendations for practice are included.

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