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A Systematic Review of Self-Reported Stress Questionnaires in People on the Autism Spectrum
DiscussionFuture research should focus more on examining psychometric properties of these self-report measures in this population as current evidence is scarce. In addition, it is important to consider which concept of stress one aims to measure as not all questionnaires cover the same aspects of stress. (Source: Review Journal of Autism and Developmental Disorders)
Source: Review Journal of Autism and Developmental Disorders - September 25, 2021 Category: Child Development Source Type: research

Stigma Associated with Parenting an Autistic Child with Aggressive Behaviour: a Systematic Review
ConclusionsTaken together, the available research literature suggests that autistic people and their families experience high levels of stigma. For parents of autistic children who behave aggressively, stigma is even more prominent and invasive. This systematic review can conclude that this triad of autism, aggression and stigma is not well understood and is under-investigated. (Source: Review Journal of Autism and Developmental Disorders)
Source: Review Journal of Autism and Developmental Disorders - September 16, 2021 Category: Child Development Source Type: research

Caregiver Involvement in Communication Intervention for Culturally and Linguistically Diverse Families with Individuals with ASD and IDD: a Systematic Review of Cross-Cultural Research
AbstractCaregiver involvement plays a critical role in the development of communication in individuals with autism spectrum disorder (ASD) and intellectual/developmental disability (IDD). However, culturally and linguistically diverse (CLD) families usually do not receive sufficient culturally and linguistically appropriate support due to language and cultural barriers. The purpose of the present research was to review studies across cultures to summarize the characteristics of single-case studies on caregiver involvement in communication interventions for CLD families of individuals with ASD and IDD for recommendations on...
Source: Review Journal of Autism and Developmental Disorders - September 1, 2021 Category: Child Development Source Type: research

An Evaluation of Education-Based Interventions for Students with Autism Spectrum Disorders Without Intellectual Disability: a Systematic Review
AbstractMany interventions designed to improve educational outcomes for students with autism spectrum disorder (ASD) have been published, yet there has not been an adequate review of interventions in school settings assessed against student outcomes. We reviewed empirical literature published 2000 to June 2019 that evaluated school-based interventions applied to students formally diagnosed, with an IQ  >  70, and who were attending kindergarten/pre-school, primary, or secondary school. Interventions most commonly targeted skills in six areas: academic skills, on-task behaviour, play behaviour, social cognition, soci...
Source: Review Journal of Autism and Developmental Disorders - August 30, 2021 Category: Child Development Source Type: research

A Systematic Review of Interventions to Improve Healthcare Experiences and Access in Autism
AbstractAutistic individuals report barriers to accessing and receiving healthcare, and experience increased morbidity and mortality. This systematic review synthesizes 31 research studies evaluating interventions implemented to improve the healthcare experiences and/or access of autistic persons. Interventions were most commonly patient-focused (58.1%), focused on supporting the autistic individual to engage with, tolerate, or anticipate medical procedures, care, or settings. Fewer studies were provider-focused (48.4%) or organization-focused (6.5%). Interventions were typically evaluated using measures of reactions (45.2...
Source: Review Journal of Autism and Developmental Disorders - August 26, 2021 Category: Child Development Source Type: research

Explicit and Systematic Scripted Instructional Programs for Students with Autism Spectrum Disorder: An Updated and Extended Review
AbstractIn a recent review of explicit and systematic, scripted instructional programs for students with autism spectrum disorder (ASD), Plavnick et al. (Review Journal of Autism and Developmental Disorders, 2, 55 –66,2015) found that only 1 of 9 studies met all eight quality indicators outlined by Horner et al. (Exceptional Children, 71(2), 165 –179,2005). These authors made four recommendations to establish explicit, systematic, and scripted instructional programs (ESS) as evidence based. The aim of this systematic review was to replicate and extend the Plavnick et al. findings. In the current review, 9 articles publ...
Source: Review Journal of Autism and Developmental Disorders - August 24, 2021 Category: Child Development Source Type: research

Psychosocial Interventions for Employment of Individuals with Autism Spectrum Disorder: a Systematic Review and Meta-analysis of Randomized Clinical Trials
This study aimed to provide an updated and comprehensive review of the efficacy of psychosocial interventions for the employability of individuals with autism spectrum disorder (ASD). Ten studies (423 participants) were identified in the literature. Compared to control groups, the proportion of those who could work was significantly higher among those who had participated in employment support programs and higher, but not significantly, among those who had received communication skills training. The communication skills training group had an improved communication score on employment. This systematic review showed that psy...
Source: Review Journal of Autism and Developmental Disorders - August 19, 2021 Category: Child Development Source Type: research

Facilitators and Barriers to Positive Experiences for Families of Individuals with Autism
(Source: Review Journal of Autism and Developmental Disorders)
Source: Review Journal of Autism and Developmental Disorders - August 18, 2021 Category: Child Development Source Type: research

A Systematic Review of Play-Based Interventions Targeting the Social Communication Skills of Children with Autism Spectrum Disorder in Educational Contexts
AbstractChildren with autism spectrum disorder (ASD) experience social communication difficulties which can be compounded by increased social demands and expectations of the school environment. Play offers a unique context for social communication development in educational settings. This systematic review aimed to synthesize play-based interventions for the social communication skills of children with ASD in educational contexts and identified nine studies. Overall, studies in this review provided a promising evidence base for supporting social communication skills through play in education for children with ASD. The revi...
Source: Review Journal of Autism and Developmental Disorders - August 17, 2021 Category: Child Development Source Type: research

Working Beyond Capacity: a Qualitative Review of Research on Healthcare Providers ’ Experiences with Autistic Individuals
AbstractBarriers to access and delivery of effective healthcare for autistic individuals have received attention in the social science literature. Less understood is why and how these barriers exist. The purpose of this qualitative review was to explore and interpret salient findings and characteristics of qualitative research that has examined the experiences of healthcare providers providing care to autistic individuals. A systematic information retrieval of electronic databases resulted in 15 qualitative research studies that met the inclusion criteria. Analysis of thematic findings and characteristics across studies wa...
Source: Review Journal of Autism and Developmental Disorders - August 16, 2021 Category: Child Development Source Type: research

The Use of Augmented Reality Interventions to Provide Academic Instruction for Children with Autism, Intellectual, and Developmental Disabilities: an Evidence-Based Systematic Review
AbstractThe purpose of this systematic review of literature was to synthesize research on interventions that used augmented reality (AR) to teach academic skills to students with autism spectrum disorder (ASD) and intellectual and developmental disabilities (IDD). Eight studies published between 2007 and 2020 were included in the synthesis. These studies targeted mostly literacy (n = 3), science (n = 2), mathematics (n = 2), and collateral academic skills (n = 1). The information regarding participants, the AR-based intervention, and supplemental strategies used with the intervention, skills, and study char...
Source: Review Journal of Autism and Developmental Disorders - August 12, 2021 Category: Child Development Source Type: research

Evaluating the Effects of Video-Based Intervention to Teach Vocational Skills to Transition-Age Youth with Autism Spectrum Disorder: an Evidence-Based Systematic Review
AbstractEven compared with students with other disabilities, students with autism spectrum disorder (ASD) often experience poor postsecondary employment outcomes. Video-based intervention (VBI) has been effective in teaching a variety of skills to students with ASD, but there has yet to be a quantitative synthesis evaluating its effectiveness to teach vocational skills specifically. Therefore, the aim of this synthesis was to empirically evaluate the effectiveness of VBI to teach vocational skills to transition-age youth with ASD. This review analyzed 22 studies using design standards, quality indicators, visual analysis, ...
Source: Review Journal of Autism and Developmental Disorders - July 27, 2021 Category: Child Development Source Type: research

Amygdala Volumes in Autism Spectrum Disorders: Meta-analysis of Magnetic Resonance Imaging Studies
AbstractWe conducted meta-analysis in order to determine if there are significant differences in left and right amygdala volume in individuals with autism spectrum disorders (ASD) compared to a control group. Twenty-three studies fulfilled inclusion criteria for our study. Right amygdala volume was significantly larger in ASD patients compared to controls (Hedges ’g 0.44; 95% CI 0.04 –0.83;Z = 2.26;p = 0.024), while there was no significant difference in left amygdala volume between ASD patients and controls (Hedges’g 0.44; 95% CI  − 0.10–0.98;Z = 1.67;p = 0.095). However, between-study hetero...
Source: Review Journal of Autism and Developmental Disorders - July 24, 2021 Category: Child Development Source Type: research

Lexical Semantic Knowledge of Children with ASD —a Review Study
AbstractStudies on the lexical semantic abilities of children with autism have yielded contradicting results. The aim of the current review was to explore studies that have specifically focused on the lexical semantic abilities of children with ASD and try to find an explanation for these contradictions. In the 32 studies reviewed, no single factor was found to affect lexical semantic skills, although children with broader linguistic impairment generally, but not universally, also showed impaired lexical semantic skills. The need for future studies with young ASD participants, with differing intellectual functioning, longi...
Source: Review Journal of Autism and Developmental Disorders - July 24, 2021 Category: Child Development Source Type: research

Children with Autism Spectrum Disorder Spent 30 Min Less Daily Time in Moderate-to-Vigorous Physical Activity than Typically Developing Peers: a Meta-Analysis of Cross-sectional Data
AbstractIt remains unclear if participation in moderate-to-vigorous physical activity (MVPA) differs between children with ASD and typically developing children (TDC). We compared daily MVPA, time spent in MVPA during physical education (PE) and recess, and odds of not meeting MVPA recommendation (60 min/day) between children with ASD and TDC. Nine studies reporting accelerometer-measured MVPA were included in the meta-analyses. MVPA was 30 min lower/day, 12% and 8% lower during PE and recess, respectively, in children with ASD, and they had 4 times higher odds of not meeting MVPA recommendation when compared to TDC. Child...
Source: Review Journal of Autism and Developmental Disorders - July 17, 2021 Category: Child Development Source Type: research