|
1
|
Mohanan R, Veena KD, Parsekar SS, Bellon-Harn ML, Aithal VU. Effectiveness of Video-Based Instruction With Additional Components to Improve Conversational Skills in Autistic Children: A Systematic Review. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2025; 34:1567-1584. [PMID: 40279535 DOI: 10.1044/2025_ajslp-24-00301] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 04/27/2025]
Abstract
PURPOSE This systematic review assessed the impact of video-based instruction with additional intervention components on autistic children's conversational skills. METHOD Single-subject multiple-baseline design studies from 2000 to 2022 were included. Studies were identified through searches of six databases, other sources, and forward and backward citation tracking. Two authors, independently, conducted screening, quality assessment, and data extraction using the What Works Clearinghouse standards. Results were analyzed using percentage of nonoverlapping data (PND), percentage of data exceeding the median (PEM), and percentage of all nonoverlapping data (PAND) and compared with baseline and intervention phase means. RESULTS Seventeen studies were included, all conducted in a Western context, involving 47 autistic children. Interventions varied in type and additional components, duration, frequency, and number of sessions. PEM measures (0.7-1) and phase means were more sensitive in determining intervention effectiveness, while PND and PAND (0.3-0.5) suggested underestimation. CONCLUSION Despite positive outcomes, research gaps remain in examining treatment effects across diverse cultural contexts and determining optimal intervention intensity. REGISTRATION The review has been registered with PROSPERO (CRD42020212580). SUPPLEMENTAL MATERIAL https://doi.org/10.23641/asha.28789424.
Collapse
Affiliation(s)
- Reshmi Mohanan
- Department of Speech and Hearing, Manipal College of Health Professions, Manipal Academy of Higher Education, Manipal, India
| | - Kadiyali D Veena
- Department of Speech and Hearing, Manipal College of Health Professions, Manipal Academy of Higher Education, Manipal, India
| | | | | | - Venkataraja U Aithal
- Department of Speech and Hearing, Manipal College of Health Professions, Manipal Academy of Higher Education, Manipal, India
| |
Collapse
|
|
2
|
Norman MZ, Hutaff-Lee C, Knickmeyer RC, Fadoju D, Wolstencroft J, Hong DS, Sandberg DE. Turner Syndrome and Psychosocial Interventions: Recommendations for Collaborative Communication Between Medical and School Teams. AMERICAN JOURNAL OF MEDICAL GENETICS. PART C, SEMINARS IN MEDICAL GENETICS 2025; 199:e32134. [PMID: 39945384 PMCID: PMC12097950 DOI: 10.1002/ajmg.c.32134] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 09/30/2024] [Revised: 01/24/2025] [Accepted: 01/31/2025] [Indexed: 05/23/2025]
Abstract
Individuals with Turner Syndrome (TS) can experience not only physical and medical differences but are also at risk for neurocognitive and associated psychosocial challenges. Specifically, research shows increased likelihood of difficulties with visual-spatial reasoning, executive functioning, attention, and mathematics skills. One emerging area of research focuses on deficits in social skills and increased prevalence of anxiety within this population. This review introduces relevant genetic influences of TS and examines existing research on social skills and anxiety in individuals with TS. The importance of collaboration between the medical team and school personnel for patients with TS is emphasized, and specific clinical recommendations, such as the use of the TS School Support Plan, are provided to facilitate this collaboration. This paper services as a brief introduction to orient the reader to considerations of strengthening collaboration between medical and school systems; however, future research is needed to investigate the effectiveness and acceptability of the School Support Plan to enhance liaison between the patient's medical and school teams.
Collapse
Affiliation(s)
| | - Christa Hutaff-Lee
- Department of Pediatrics, University of Colorado School of Medicine and eXtraOrdinarY Kids Clinic, Children’s Hospital Colorado, Aurora, Colorado
| | - Rebecca C. Knickmeyer
- Department of Pediatrics and Human Development, Michigan State University, East Lansing, Michigan
- Institute for Quantitative Health Science and Engineering, Michigan State University, East Lansing, Michigan
| | - Doris Fadoju
- Department of Pediatrics, Division of Endocrinology, Emory University School of Medicine/Children’s’ Healthcare of Atlanta, Atlanta, Georgia
| | - Jeanne Wolstencroft
- Great Ormond Street Institute of Child Health, University College London, London, United Kingdom
| | - David S. Hong
- Division of Interdisciplinary Brain Sciences and Department of Psychiatry and Behavioral Sciences, Stanford University School of Medicine, Stanford, California
| | - David E. Sandberg
- Department of Pediatrics, Susan B. Meister Child Health Evaluation and Research (CHEAR) Center, University of Michigan Medical School, Ann Arbor, Michigan
| |
Collapse
|
|
3
|
Azadboni TT, Sadoughi F, Panaghi L, Nasiri S. Evaluating Free Serious Game-Based Apps for Teaching Socio-Emotional Skills to Individuals on the Autism Spectrum: A Systematic Review of the Smartphone Markets. J Autism Dev Disord 2025:10.1007/s10803-025-06738-7. [PMID: 39921775 DOI: 10.1007/s10803-025-06738-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/22/2025] [Indexed: 02/10/2025]
Abstract
Autism spectrum disorder is characterized by restricted and repetitive behaviors or interests, emotional difficulties, and challenges with social communication. Technological tools are crucial for individuals on the autism spectrum as they offer predictable environments free of social demands. Mobile smartphones are particularly suitable for individuals on the autism spectrum due to their attractive screens, visually stimulating displays, high portability, engaging music and game functions, and ease of use. This study investigated the current market situation for game-based mobile applications designed to teach socio-emotional skills to individuals on the autism spectrum. This study focused on identifying game-based mobile applications available on Android and iOS platforms, evaluating the extracted serious games using a serious games assessment tool, and assessing the apps with the Mobile Application Rating Scale (MARS). We also provided suggestions for future designs. 10 applications were identified on the Android and iOS. At first glance, it seems there are several game-based applications for teaching socio-emotional skills to individuals on the autism spectrum, but most of them contain advice and textual information and lack the main aspects of serious games. On average, the design of the selected applications based on the use of serious game design principles can be classified as good. Additionally, more than half of the apps (70%) received an acceptable MARS score. The findings reveal that few apps meet the predetermined criteria for quality, content, or performance, indicating a need for future designs to adhere to these principles.
Collapse
Affiliation(s)
- Tahere Talebi Azadboni
- Department of Health Information Management, School of Health Management and Information Sciences, Iran University of Medical Sciences, Rashid Yasmi St, Tehran, Iran
| | - Farahnaz Sadoughi
- Department of Health Information Management, School of Health Management and Information Sciences, Iran University of Medical Sciences, Rashid Yasmi St, Tehran, Iran
| | - Leili Panaghi
- Family Research Institute, Shahid Beheshti University, Tehran, Iran
| | - Somayeh Nasiri
- Department of Health Information Management, School of Health Management and Information Sciences, Iran University of Medical Sciences, Rashid Yasmi St, Tehran, Iran.
| |
Collapse
|
|
4
|
Du G, Guo Y, Xu W. The effectiveness of applied behavior analysis program training on enhancing autistic children's emotional-social skills. BMC Psychol 2024; 12:568. [PMID: 39420428 PMCID: PMC11487924 DOI: 10.1186/s40359-024-02045-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/20/2024] [Accepted: 09/29/2024] [Indexed: 10/19/2024] Open
Abstract
BACKGROUND This study focuses on the potential of Applied Behavior Analysis (ABA) to improve emotional and social skills in children with autism spectrum disorder. ABA is a well-established therapeutic approach that uses behavior modification techniques to encourage positive behaviors and reduce challenging ones. Despite its widespread use, further research is needed to better understand its specific impact on emotional and social development in autistic children. OBJECTIVE This research aims to investigate an effective method for improving and enhancing institutionalized children's social, communicative, and daily life skills. The study also examines the impact of behavioral analysis on these children's social and emotional skills. METHOD The research is categorized as applied in terms of objectives and quasi-experimental in data collection. It involves a control group, an experimental group, and a covariance analysis model. The research population consists of 100 volunteer boys aged 4 to 11 residing in institutional care in Wuhan during the year 2023. Among them, 60 individuals were selected and divided into control and experimental groups, each comprising 30 participants. Data for the study were collected using the kindergarten inventory of social/ emotional tendencies (KIST. The applied behavioral analysis program was implemented individually for the experimental group in eight one-hour sessions twice a week. FINDINGS Data analysis was conducted using SPSS-24 software and a multivariate analysis of the covariance method. The results indicated that the behavioral analysis program significantly impacts institutionalized children's social and communicative skills, improving their daily lives (p < .05). CONCLUSION The findings of this study demonstrate that the applied behavior analysis program significantly improves the social, communicative, and daily life skills of institutionalized children with autism spectrum disorder. ABA interventions, delivered through structured sessions, effectively enhance emotional and social development, confirming its value as a therapeutic approach in institutional care settings.
Collapse
Affiliation(s)
- Geng Du
- Department of Sports Training, Wuhan Sports University, Wuhan, Hubei, 430079, China
| | - Yuanbing Guo
- Hubei Superior Discipline Group of Exercise and Brain Science from Hubei Provincial Department of Education, Wuhan Sports University, wuhan, China.
- College of Sports Science and Technology, Wuhan Sports University, Wuhan, Hubei, 430223, China.
| | - Weihong Xu
- Department of Physical Education, Wuhan Sports University, Wuhan, Hubei, 430079, China
| |
Collapse
|
|
5
|
Osuna A, Sabini K, Yamane E, Flores J, Pierce N, Lemus-Valle J, Vernon T. Socialization, Education, and Learning for the Internet (SELFI): A Pilot RCT of a Social Media Skills Group Program for Autistic Adults. J Autism Dev Disord 2024; 54:3639-3656. [PMID: 37584764 PMCID: PMC11461777 DOI: 10.1007/s10803-023-06100-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 08/04/2023] [Indexed: 08/17/2023]
Abstract
Many autistic adults report preference for computer-mediated communication and social media use. Despite many benefits to online socialization, there are many challenges including anxiety and cyber-victimization. To date, support is limited related to helping autistic adults with safe and effective internet use. The purpose of this study was to evaluate the feasibility, acceptability, and preliminary efficacy of the novel SELFI program. This pilot study utilized a randomized controlled trial design. A total of 25 autistic adults enrolled in the study and were randomized to the nine-week SELFI program or a waitlist control condition. Feasibility assessed enrollment, attrition, and fidelity of delivery. Acceptability examined attendance and feedback from participants and peer mentors. Efficacy evaluated change in Facebook activity, social media utility/anxiety, and individualized goals. Regarding feasibility, the recruitment goal was met within one month, there was limited attrition, and therapists delivered the program with high fidelity. Participants attended a majority of scheduled sessions and feedback from participants reflected high levels of agreement with several facets of the program. Compared to the control group, more participants assigned to the SELFI condition were perceived by autistic and non-autistic raters as having improved Facebook activity. SELFI participants also reported reduced difficulty meeting their individualized goal. Findings support the piloted SELFI program as feasible and acceptable with signals of preliminary efficacy. This study establishes an exciting foundation regarding an innovative social media skills program, however more research is necessary.
Collapse
Affiliation(s)
- Anthony Osuna
- Koegel Autism Center, Department of Counseling, Clinical and School Psychology, University of California Santa Barbara, Santa Barbara, CA, 93117, USA.
- Center for Child Health, Behavior and Development, Seattle Children's Research Institute, 1900 9th Ave, Seattle, WA, 98101, USA.
- Department of Psychiatry & Behavioral Sciences, University of Washington, 1959 NE Pacific Street, Box 356560, Seattle, WA, 98195-6560, USA.
| | - Katie Sabini
- Koegel Autism Center, Department of Counseling, Clinical and School Psychology, University of California Santa Barbara, Santa Barbara, CA, 93117, USA
| | - Eryca Yamane
- Koegel Autism Center, Department of Counseling, Clinical and School Psychology, University of California Santa Barbara, Santa Barbara, CA, 93117, USA
| | - Jaqueline Flores
- Koegel Autism Center, Department of Counseling, Clinical and School Psychology, University of California Santa Barbara, Santa Barbara, CA, 93117, USA
| | - Naomi Pierce
- Koegel Autism Center, Department of Counseling, Clinical and School Psychology, University of California Santa Barbara, Santa Barbara, CA, 93117, USA
| | - Jocelyn Lemus-Valle
- Koegel Autism Center, Department of Counseling, Clinical and School Psychology, University of California Santa Barbara, Santa Barbara, CA, 93117, USA
| | - Ty Vernon
- Koegel Autism Center, Department of Counseling, Clinical and School Psychology, University of California Santa Barbara, Santa Barbara, CA, 93117, USA
| |
Collapse
|
|
6
|
Wilson KP, Valazza E, Price C. Video Modeling to Support Social Communication Goals of Autistic Adults: A Tutorial. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2024; 33:2249-2265. [PMID: 39028571 DOI: 10.1044/2024_ajslp-23-00479] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 07/21/2024]
Abstract
PURPOSE Decades of research have shown video modeling to be an effective tool for teaching and supporting a variety of skills in autistic children. More recently, video modeling has emerged as an effective support for autistic adults, with much of the literature focused on vocational success through support of language skills. The purpose of this tutorial is to provide speech-language pathologists, autistic adults, and other team members with evidence-based guidelines for use of video modeling to support success with social communication across settings. METHOD This evidence-based tutorial draws from the literature on video modeling for autistic adults in the area of social communication, presenting empirically supported guidelines for speech-language pathologists considering video modeling as a tool to support social communication within this population and their interaction partners. This tutorial presents an evidence-based, step-by-step guide to the planning, creation, and use of video models with and by autistic adults, along with important additional considerations based on relevant literature. CONCLUSIONS Video modeling is a social communication support that is backed by the scientific literature as an efficacious tool for use by autistic adults. This tutorial will guide speech-language pathologists' use of this evidence-based tool as they work alongside autistic adults and others to help meet social communication goals across settings.
Collapse
Affiliation(s)
- Kaitlyn P Wilson
- Department of Speech-Language Pathology & Audiology, Towson University, MD
| | - Emily Valazza
- Department of Speech-Language Pathology & Audiology, Towson University, MD
| | | |
Collapse
|
|
7
|
Birtwell K, Goldin R, Saro H, McDougle C, Horick N, Ravichandran C, Nowinski L. Using Restricted Interests in Cognitive Behavioral Therapy for Children With Autism Spectrum Disorder: Results From a Preliminary Randomized Controlled Trial. J Cogn Psychother 2024; 38:186-202. [PMID: 38991740 DOI: 10.1891/jcp-2023-0008] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 07/13/2024]
Abstract
Children with autism spectrum disorder (ASD) exhibit significant deficits in social communication and emotion regulation skills. While cognitive behavioral therapy (CBT) applications appear promising, trials to date have largely excluded social communication skill development and have not been designed to include a wider range of emotional challenges. To our knowledge, the present study is the first to pilot a uniquely modified CBT program targeting emotion regulation, including social communication training, and explicitly focusing on the child's areas of circumscribed interest in order to teach skills and promote generalization. Forty participants were randomly assigned to either the CBT group or a waitlist control (WLC) group, resulting in 20 school-aged children in each group. The treatment approach was determined to be feasible and acceptable, and therapy engagement and attendance were reasonably high. Caregivers expressed high satisfaction with the program, qualitatively citing gains in skills such as social problem-solving, emotion identification, and identifying and processing cognitive distortions. The primary outcome of postintervention changes was not significantly different between the groups (CBT vs. WLC). The mean Social Skills Improvement System score decreased by 0.44 points (95% confidence interval [CI]: -5.04, 4.15) in the CBT group and increased by 0.41 points (95% CI: -4.23, 5.04) in the WLC group, and the postintervention changes were not significantly different between the groups (difference: -0.85; 95% CI: -7.29, 5.60; p = .79). The estimated rate of emotional dysregulation episodes decreased by a factor of 0.94 (95% CI: 0.57, 1.56) in the CBT group and increased by a factor of 1.07 (95% CI: 0.51, 2.24) for WLC (p = .74). Among those who reported emotional dysregulation episodes, the mean duration decreased by 1.39 minutes (95% CI: -3.90, 6.67) less for CBT than waitlist (p = .60). Although satisfaction, acceptability, and emotional dysregulation outcome results from this preliminary CBT treatment for ASD are promising, sample size and measurement limitations will be important considerations to inform future trials.
Collapse
Affiliation(s)
- Kirstin Birtwell
- Department of Psychiatry, Massachusetts General Hospital, Boston, MA, USA
| | - Rachel Goldin
- Department of Psychiatry, Massachusetts General Hospital, Boston, MA, USA
| | - Hannah Saro
- Department of Psychiatry, Massachusetts General Hospital, Boston, MA, USA
| | | | - Nora Horick
- Department of Psychiatry, Massachusetts General Hospital, Boston, MA, USA
| | | | - Lisa Nowinski
- Department of Psychiatry, Massachusetts General Hospital, Boston, MA, USA
| |
Collapse
|
|
8
|
Musetti A, Zagaria A, Pezzi M, Fante C, Dioni B, Raffin C, Manari T, Lenzo V, De Luca Picione R. Parental quality of life, child adjustment and adult attachment in parents of children and adolescents with Autism Spectrum Disorder. RESEARCH IN DEVELOPMENTAL DISABILITIES 2024; 146:104684. [PMID: 38281373 DOI: 10.1016/j.ridd.2024.104684] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/22/2023] [Revised: 12/27/2023] [Accepted: 01/19/2024] [Indexed: 01/30/2024]
Abstract
BACKGROUND Parents of children and adolescents with Autism Spectrum Disorder (ASD) may experience a lower quality of life (QoL) than parents of offspring with typical development. However, factors associated with parental QoL are not yet fully understood. AIMS This study aimed to investigate the relationships between parental QoL, child adjustment and adult attachment among parents of children and adolescents with ASD. METHODS AND PROCEDURES One hundred and eighty-eight parents of children and adolescents diagnosed with ASD completed a group of self-report questionnaires on sociodemographic variables, QoL (i.e., overall QoL and ASD symptoms-related parental QoL), child adjustment (i.e., offspring's total problems and prosocial behaviors) and adult attachment. OUTCOMES AND RESULTS Structural equation modeling revealed that the overall parental QoL was negatively related to children's total problems and positively associated with prosocial behaviors, as well as with higher levels of secure attachment and lower levels of fearful attachment styles. Additionally, ASD symptoms-related parental QoL was negatively associated with the offspring's total problems. CONCLUSIONS AND IMPLICATIONS This suggests that child characteristics may interact with parental characteristics to either enhance or compromise the QoL of parents of children and adolescents with ASD. Implications of these findings for promoting parental QoL are discussed.
Collapse
Affiliation(s)
- Alessandro Musetti
- University of Parma Department of Humanities, Social Sciences and Cultural Industries, Parma, Italy.
| | - Andrea Zagaria
- Sapienza University of Rome Department of Psychology, Roma, Italy
| | - Mattia Pezzi
- University of Parma Department of Humanities, Social Sciences and Cultural Industries, Parma, Italy
| | - Chiara Fante
- Institute for Educational Technologies, National Research Council, Genoa, Italy
| | - Barbara Dioni
- University of Parma Department of Humanities, Social Sciences and Cultural Industries, Parma, Italy; Fondazione Bambini e Autismo Onlus, Pordenone, Italy
| | - Cinzia Raffin
- Fondazione Bambini e Autismo Onlus, Pordenone, Italy
| | - Tommaso Manari
- University of Parma Department of Humanities, Social Sciences and Cultural Industries, Parma, Italy
| | - Vittorio Lenzo
- University of Catania Department Educational Sciences, Catania, Italy
| | | |
Collapse
|
|
9
|
Tripathi I, Moody CT, Laugeson EA. Parent perspectives on treatment: A mixed methods analysis of PEERS® for Preschoolers. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2024; 28:390-402. [PMID: 37306138 PMCID: PMC10851630 DOI: 10.1177/13623613231172314] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
LAY ABSTRACT Autistic children have social communication differences that can contribute to difficulties making and keeping friends, as well as poor mental health (e.g. anxiety, depression). Social skills training programs for preschoolers on the spectrum have been shown to increase social functioning and improve outcomes. Parent involvement in these programs is essential, as parents are able to use the intervention strategies outside of sessions. Teaching parents skills to help their children is also thought to reduce parenting stress through empowerment, knowledge, and social support. However, we still do not know much about how parents experience social skills treatments and whether there are specific parts that are especially helpful to them. This study examined parent perspectives on the University of California, Los Angeles Program for the Education and Enrichment of Relational Skills (PEERS®) for Preschoolers, an evidence-based, group social skills intervention for autistic young children who are struggling socially. Twenty-four parents reported on their child's progress through questionnaires and participated in semi-structured interviews that asked about their experiences and perspectives 1-5 years after completing (PEERS®) for Preschoolers. Parents reported that their children displayed increased social skills and confidence after (PEERS®) for Preschoolers, while parents described feeling more positive, supported, and having greater understanding of their child and their development. Those parents who continued to use strategies taught in (PEERS®) for Preschoolers, particularly priming and preparing their child for social activities, showed greater improvements in long-term child outcomes and parenting stress. Overall, findings show that parents had a positive experience during and after PEERS® for Preschoolers, finding the program helpful in multiple ways to both their child and to themselves as a parent.
Collapse
Affiliation(s)
- Isita Tripathi
- University of California, Los Angeles, USA
- Harvard Medical School, USA
| | | | | |
Collapse
|
|
10
|
Doğan S, Çolak A. Social robots in the instruction of social skills in autism: a comprehensive descriptive analysis of single-case experimental designs. Disabil Rehabil Assist Technol 2024; 19:325-344. [PMID: 35758001 DOI: 10.1080/17483107.2022.2087772] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/21/2021] [Accepted: 06/04/2022] [Indexed: 10/17/2022]
Abstract
PURPOSE The rapid technological advances, the traits of individuals with ASD and their interest in technology are promising for the instruction of social skills to individuals with autism spectrum disorder (ASD) using various technological interventions. Robotic interventions are among these. However, although robotics is frequently used with individuals with ASD, there is a limited number of reviews on social skills instruction and methods. The present study aimed to conduct a comprehensive descriptive analysis on single-case experimental designs where social skills were instructed to individuals with ASD and social robots were included as independent variables. MATERIALS AND METHODS Thirteen single-case experimental designs published in peer-reviewed journals in which social skills were taught to individuals with ASD using social robots were reviewed with a comprehensive descriptive analysis based on five categories: (a) key characteristics, (b) methodological characteristics, (c) findings, (d) data analysis, and (e) key parameters in single-case experimental designs. RESULTS Social robots are generally effective in the instruction of social skills. Several social skills (e.g., making eye contact, social interaction, simple greetings) were instructed in the studies. Humanoid robots and NAO were used generally. The study data were predominantly analyzed statistically. There were several problems in research based on the basic parameters in single-case experimental designs. CONCLUSIONS The researches in this study differ in several respects (e.g., results, data analysis, and dependent variable). Thus, there is still a need for several robotics studies in the instruction of social skills. IMPLICATIONS FOR REHABILITATIONThis study will be a guide for teachers who currently use robots in their classrooms but do not know which skills to use in teaching and how to use them functionally, as it shows applied research with robots.The findings of this research will show implementers working with children with ASD that technological tools can be used in rehabilitation environments, and that teachers can take a place in their robots in interventions for children with ASD, giving them a different perspective.It will be seen that the education of children with ASD is not only 1:1 and with humans, but robots can also provide education. In this way, the power of technology in teaching will become clearer. Especially in rehabilitation.Finally, this research will offer new options in teaching especially for teachers who aim at teaching social skills and will give them the opportunity to comprehensively examine the processes of different studies on these subjects.
Collapse
Affiliation(s)
- Serap Doğan
- Department of Special Education, Faculty of Education, Gaziantep University, Gaziantep, Turkey
| | - Aysun Çolak
- Department of Special Education, Faculty of Education, Anadolu University, Eskisehir, Turkey
| |
Collapse
|
|
11
|
Abdalhai S, Berte DZ, Mahamid F, Bdier D. The Role of Play in Developing Social Skills Among Children Diagnosed with Autism Spectrum Disorder in Palestine. JOURNAL OF PSYCHOSOCIAL REHABILITATION AND MENTAL HEALTH 2023; 10:509-519. [DOI: 10.1007/s40737-023-00365-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/17/2023] [Accepted: 08/27/2023] [Indexed: 01/03/2025]
|
|
12
|
Antezana L, Albright J, Scarpa A, Richey JA, Laugeson EA, Factor RS. PEERS® for Preschoolers preliminary outcomes and predictors of treatment response. J Autism Dev Disord 2023; 53:4671-4684. [PMID: 36103076 PMCID: PMC10011023 DOI: 10.1007/s10803-022-05724-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 08/14/2022] [Indexed: 11/28/2022]
Abstract
PEERS® for Preschoolers (P4P) is a social skills group program for young autistic children and their caregivers, which provides everyday tools for interacting and communicating with others. Twenty-two caregiver-child dyads participated and completed pre-treatment, post-treatment, and follow-up measures (4-16 weeks after). Using single-subject analyses to examine social skills, 60% demonstrated post-treatment improvement, and 53.85% demonstrated follow-up improvement. Regarding a secondary outcome of behavioral difficulties, 33.33% demonstrated post-treatment reduction, and 7.69% demonstrated follow-up reduction. Using regressions, autistic traits predicted outcomes; fewer social communication difficulties predicted both greater social skills and fewer behavioral difficulties at post-treatment, while fewer repetitive behaviors predicted fewer post-treatment and follow-up behavioral difficulties. These results preliminarily demonstrate the benefits of P4P and how autistic traits may impact P4P outcomes.
Collapse
Affiliation(s)
- Ligia Antezana
- Department of Psychology, Virginia Tech, 109 Williams Hall, 890 Drillfield Drive, 24061, Blacksburg, VA, USA.
- Virginia Tech Autism Clinic & Center for Autism Research, Virginia Tech, Blacksburg, VA, USA.
- Department of Psychiatry, University of Pittsburgh, Pittsburgh, PA, USA.
| | - Jordan Albright
- Department of Psychology, Virginia Tech, 109 Williams Hall, 890 Drillfield Drive, 24061, Blacksburg, VA, USA
- Virginia Tech Autism Clinic & Center for Autism Research, Virginia Tech, Blacksburg, VA, USA
- Penn Center for Mental Health, University of Pennsylvania, Philadelphia, PA, USA
| | - Angela Scarpa
- Department of Psychology, Virginia Tech, 109 Williams Hall, 890 Drillfield Drive, 24061, Blacksburg, VA, USA
- Virginia Tech Autism Clinic & Center for Autism Research, Virginia Tech, Blacksburg, VA, USA
| | - John A Richey
- Department of Psychology, Virginia Tech, 109 Williams Hall, 890 Drillfield Drive, 24061, Blacksburg, VA, USA
- Virginia Tech Autism Clinic & Center for Autism Research, Virginia Tech, Blacksburg, VA, USA
| | - Elizabeth A Laugeson
- Semel Institute for Neuroscience and Human Behavior, University of California Los Angeles, Los Angeles, CA, USA
| | - Reina S Factor
- Department of Psychology, Virginia Tech, 109 Williams Hall, 890 Drillfield Drive, 24061, Blacksburg, VA, USA
- Virginia Tech Autism Clinic & Center for Autism Research, Virginia Tech, Blacksburg, VA, USA
- Semel Institute for Neuroscience and Human Behavior, University of California Los Angeles, Los Angeles, CA, USA
| |
Collapse
|
|
13
|
Alcover C, Mairena MÁ, Rodríguez-Medina J, Mezzatesta M, Balañá G, Elias N, Elias M, Arias-Pujol E. Measuring Changes in Social Skills Throughout an Intervention Program for Children with ASD, Contributions from Polar Coordinate Analysis. J Autism Dev Disord 2023; 53:2246-2260. [PMID: 35279764 PMCID: PMC10229457 DOI: 10.1007/s10803-022-05496-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/19/2022] [Indexed: 10/18/2022]
Abstract
The demand of social skills interventions for people with ASD has grown in recent years. The main goal of this research was to study social skills: "responding to interaction" and "initiating interaction", and to capture whether there were differences between an initial and a final session in a program for children with ASD. Additionally, we aimed to compare social skills patterns according to the VIQ level. The sample (N = 20) was divided into 2 subgroups depending on whether the VIQ was > 90 or < 90. We employed a mixed methods approach based on a systematic observation of social behaviors. The observational design was nomothetic, follow-up, and multidimensional. Once we confirmed inter-observer reliability for the ad hoc observational instrument we performed descriptive statistics and polar coordinate analysis using LINCE software. The results show high intragroup and intergroup variability. In general, participants with VIQ < 90 showed a better improvement in responding to interaction, whereas participants with VIQ > 90 showed more complex patterns to initiate interactions. The polar coordinate technique was useful for detecting significant relationships between autism's social micro-behaviors. Results and information obtained through observational methodology could allow professionals to understand communication and interaction of participants.
Collapse
Affiliation(s)
| | - M Ángeles Mairena
- Mental Health Department, Multidisciplinary Unit of Autism Spectrum Disorder (UnimTEA), Sant Joan de Deu Hospital, Barcelona, Spain
| | - Jairo Rodríguez-Medina
- Department of Methods of Research and Diagnosis in Education I, Faculty of Education, Universidad Nacional de Educación a Distancia (UNED), Madrid, Spain
| | - Marcela Mezzatesta
- Mental Health Department, Multidisciplinary Unit of Autism Spectrum Disorder (UnimTEA), Sant Joan de Deu Hospital, Barcelona, Spain
| | - Gemma Balañá
- Mental Health Department, Multidisciplinary Unit of Autism Spectrum Disorder (UnimTEA), Sant Joan de Deu Hospital, Barcelona, Spain
| | - Neus Elias
- Mental Health Department, Multidisciplinary Unit of Autism Spectrum Disorder (UnimTEA), Sant Joan de Deu Hospital, Barcelona, Spain
| | - Maria Elias
- Mental Health Department, Multidisciplinary Unit of Autism Spectrum Disorder (UnimTEA), Sant Joan de Deu Hospital, Barcelona, Spain
| | | |
Collapse
|
|
14
|
Practical Aspects of ASD Management-What Pediatricians Should Know. Indian J Pediatr 2023; 90:369-376. [PMID: 36795273 DOI: 10.1007/s12098-023-04476-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/08/2022] [Accepted: 01/05/2023] [Indexed: 02/17/2023]
Abstract
The increasing prevalence of autism spectrum disorder (ASD) warrants higher levels of clinical attention to optimally manage children with ASD. There is mounting evidence that early intervention programs can help improve developmental functioning, maladaptive behaviors, and core ASD symptoms. The most thoroughly investigated and evidence-based therapies have been developmental, behavioral, and educational interventions mediated by either professionals or parents. Other commonly available interventions include speech and language therapy, occupational therapy, and social skills training. Pharmacological interventions, where needed, are used as an adjunct to treat severe problem behaviors and manage medical and psychiatric comorbidities. Complementary or alternative medicine (CAM) approaches have not proven to be of any benefit, and some of them may be harmful to the child. As the child's first point of contact, the pediatrician is well-positioned to effectively guide the families to therapies that are evidence-based and safe and also collaborate with various specialists to provide seamless, coordinated care for these children so as to improve their developmental outcomes and social functioning.
Collapse
|
|
15
|
Veytsman E, Baker E, Martin AM, Choy T, Blacher J, Stavropoulos K. Perceived and Observed Treatment Gains Following PEERS: A Preliminary Study with Latinx Adolescents with ASD. J Autism Dev Disord 2023; 53:1175-1188. [PMID: 35157167 PMCID: PMC8852879 DOI: 10.1007/s10803-022-05463-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/26/2022] [Indexed: 11/30/2022]
Abstract
The Program for the Education and Enrichment of Relational Skills (PEERS) social skills intervention has demonstrated effectiveness for adolescents with autism spectrum disorder (ASD). However, studies have been limited by a lack of objective outcome measures and an underrepresentation of Latinx families. This pilot study extends the PEERS literature by utilizing an observational measure of conversational skills (Contextual Assessment of Social Skills; CASS) with a diverse sample of 13 adolescents with ASD (with parent groups conducted in English and Spanish simultaneously) and a control group of 11 neurotypical adolescents. Consistent with previous research, adolescents with ASD and their parents perceived improvements in social functioning following intervention, which were maintained four months later and corroborated by improvements in conversational skills.
Collapse
Affiliation(s)
- Elina Veytsman
- Graduate School of Education, University of California, 1207 Sproul Hall, Riverside, CA, 92521, USA.
| | - Elizabeth Baker
- Graduate School of Education, University of California, 1207 Sproul Hall, Riverside, CA, 92521, USA
| | - Ann Marie Martin
- Graduate School of Education, University of California, 1207 Sproul Hall, Riverside, CA, 92521, USA
| | - Tricia Choy
- Graduate School of Education, University of California, 1207 Sproul Hall, Riverside, CA, 92521, USA
| | - Jan Blacher
- Graduate School of Education, University of California, 1207 Sproul Hall, Riverside, CA, 92521, USA
| | - Katherine Stavropoulos
- Graduate School of Education, University of California, 1207 Sproul Hall, Riverside, CA, 92521, USA
| |
Collapse
|
|
16
|
Chien YL, Tsai WC, Chen WH, Yang CL, Gau SSF, Soong WT, Laugeson E, Chiu YN. Effectiveness, durability, and clinical correlates of the PEERS social skills intervention in young adults with autism spectrum disorder: the first evidence outside North America. Psychol Med 2023; 53:966-976. [PMID: 34247667 DOI: 10.1017/s0033291721002385] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Abstract
BACKGROUND Despite the fact that social deficits among individuals with autism spectrum disorder (ASD) are lifelong and impact many aspects of personal functioning, evidence-based programs for social skills training were not available until recently. The Program for the Education and Enrichment of Relational Skills (PEERS®) has been shown to effectively improve social skills for adolescents on the spectrum across different social cultures. However, the effectiveness for young adults beyond North America has yet to be examined. This study aimed to investigate the effectiveness of the PEERS intervention in Taiwanese young adults with ASD, and examine its durability and clinical correlates. METHODS We recruited 82 cognitively-able young adults with ASD, randomized to the PEERS treatment or treatment-as-usual. RESULTS Following treatment, significant improvement was found in aspects of social deficits, autism severity, social interaction anxiety, empathy, and social skills knowledge either by self-report or coach-report. Additionally, communicative behaviors rated by observers improved throughout the sessions, showing a trend toward more appropriate eye contact, gestures, facial expression during conversation, and appropriate maintenance of conversation and reciprocity. Most effects maintained at 3-month and 6-month follow-ups. The improvement of social deficits was positively correlated with baseline severity, while gains in social skills knowledge were positively correlated with IQ. The improvement of social deficits, autism severity, and empathy were positively correlated with each other. CONCLUSION Overall, the PEERS intervention appears to effectively improve social functioning in Taiwanese young adults with ASD. Improvement of social response and knowledge may be predicted by baseline severity and intelligence respectively.
Collapse
Affiliation(s)
- Yi-Ling Chien
- Department of Psychiatry, National Taiwan University Hospital, Taipei, Taiwan
| | - Wen-Che Tsai
- Department of Psychiatry, National Taiwan University Hospital, Taipei, Taiwan
| | - Wen-Hao Chen
- Department of Psychiatry, National Taiwan University Hospital, Taipei, Taiwan
| | - Chi-Liang Yang
- Department of Psychiatry, National Taiwan University Hospital, Taipei, Taiwan
| | - Susan Shur-Fen Gau
- Department of Psychiatry, National Taiwan University Hospital, Taipei, Taiwan
- Department of Psychiatry, National Taiwan University College of Medicine, Taipei, Taiwan
| | - Wei-Tsuen Soong
- Department of Psychiatry, National Taiwan University Hospital, Taipei, Taiwan
| | - Elizabeth Laugeson
- Semel Institute for Neuroscience and Human Behavior, University of California, Los Angeles, Los Angeles, California, USA
| | - Yen-Nan Chiu
- Department of Psychiatry, National Taiwan University Hospital, Taipei, Taiwan
| |
Collapse
|
|
17
|
Bowman-Perrott L, Gilson C, Boon RT, Ingles KE. Peer-Mediated Interventions for Students with Intellectual and Developmental Disabilities: A Systematic Review of Reviews of Social and Behavioral Outcomes. Dev Neurorehabil 2023; 26:134-154. [PMID: 36892164 DOI: 10.1080/17518423.2023.2169878] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 03/10/2023]
Abstract
Peer-mediated interventions (PMIs) have been firmly established as evidence-based approaches for facilitating peer relationships among students with and without disabilities. We conducted a review of reviews evaluating PMI studies to support social skills and positive behavioral outcomes for children, adolescents, and young adults with intellectual and developmental disabilities (IDD). A total of 4,254 individuals with IDD were participants across 43 reviews of the literature, reflecting 357 unique studies. This review includes coding related to participant demographic information, intervention characteristics, implementation fidelity, social validity, and social outcomes addressed by PMIs across reviews. Our findings suggest that PMIs yield positive social and behavioral outcomes for individuals with IDD, mostly in the areas of peer engagement and initiating social interactions. Specific skills, motor behaviors, and challenging as well as prosocial behaviors were less likely to be examined across studies. Implications for research and practice to support the implementation of PMIs will be discussed.
Collapse
Affiliation(s)
- Lisa Bowman-Perrott
- Department of Educational Psychology, Texas A&M University, College Station, TX, USA
| | - Carly Gilson
- Department of Educational Psychology, Texas A&M University, College Station, TX, USA
| | - Richard T Boon
- Department of Interdisciplinary Learning and Teaching, The University of Texas at San Antonio San Antonio, TX, USA
| | - Kristina E Ingles
- Department of Educational Psychology, Texas A&M University, College Station, TX, USA
| |
Collapse
|
|
18
|
Yamada Y, Inagawa T, Hirabayashi N, Sumiyoshi T. Emotion Recognition Deficits in Psychiatric Disorders as a Target of Non-invasive Neuromodulation: A Systematic Review. Clin EEG Neurosci 2022; 53:506-512. [PMID: 33587001 PMCID: PMC9548945 DOI: 10.1177/1550059421991688] [Citation(s) in RCA: 18] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 02/06/2023]
Abstract
Background. Social cognition deficits are a core feature of psychiatric disorders, such as schizophrenia and mood disorder, and deteriorate the functionality of patients. However, no definite strategy has been established to treat social cognition (eg, emotion recognition) impairments in these illnesses. Here, we provide a systematic review of the literature regarding transcranial direct current stimulation (tDCS) and repetitive transcranial magnetic stimulation (rTMS) for the treatment of social cognition deficits in individuals with psychiatric disorders. Methods. A literature search was conducted on English articles identified by PubMed, PsycINFO, and Web of Science databases, according to the guidelines of the PRISMA statement. We defined the inclusion criteria as follows: (1) randomized controlled trials (RCTs), (2) targeting patients with psychiatric disorders (included in F20-F39 of the 10th revision of the International Statistical Classification of Diseases and Related Health Problems [ICD-10]), (3) evaluating the effect of tDCS or rTMS, (4) reporting at least one standardized social cognition test. Results. Five papers (3 articles on tDCS and 2 articles on rTMS) met the inclusion criteria which deal with schizophrenia or depression. The significant effects of tDCS or rTMS targeting the left dorsolateral prefrontal cortex on the emotion recognition domain were reported in patients with schizophrenia or depression. In addition, rTMS on the right inferior parietal lobe was shown to ameliorate social perception impairments of schizophrenia. Conclusions. tDCS and rTMS may enhance some domains of social cognition in patients with psychiatric disorders. Further research is warranted to identify optimal parameters to maximize the cognitive benefits of these neuromodulation methods.
Collapse
Affiliation(s)
- Yuji Yamada
- Department of Psychiatry, National Center Hospital, 26353National Center of Neurology and Psychiatry, Tokyo, Japan
| | - Takuma Inagawa
- Department of Psychiatry, National Center Hospital, 26353National Center of Neurology and Psychiatry, Tokyo, Japan
| | - Naotsugu Hirabayashi
- Department of Psychiatry, National Center Hospital, 26353National Center of Neurology and Psychiatry, Tokyo, Japan
| | - Tomiki Sumiyoshi
- Department of Preventive Intervention, National Institute of Mental Health, 26353National Center of Neurology and Psychiatry, Tokyo, Japan
| |
Collapse
|
|
19
|
Understanding the practice of self-management friendship relationships in young children with autism: a qualitative study in chinese public kindergartens. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-03709-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
|
|
20
|
Zemestani M, Hoseinpanahi O, Salehinejad MA, Nitsche MA. The impact of prefrontal transcranial direct current stimulation (tDCS) on theory of mind, emotion regulation and emotional-behavioral functions in children with autism disorder: A randomized, sham-controlled, and parallel-group study. Autism Res 2022; 15:1985-2003. [PMID: 36069668 DOI: 10.1002/aur.2803] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/06/2021] [Accepted: 08/10/2022] [Indexed: 11/12/2022]
Abstract
Advances in our knowledge about the neuropsychological mechanisms underlying core deficits in autism spectrum disorder (ASD) have produced several novel treatment modalities. One of these approaches is modulation of activity of the brain regions involved in ASD symptoms. This study examined the effects of transcranial direct current stimulation (tDCS) over the dorsolateral prefrontal cortex (DLPFC) on autism symptom severity, theory of mind, emotion regulation strategies, and emotional-behavioral functions in children with ASD. Thirty-two children (Mage = 10.16, SD = 1.93, range 7-12 years) diagnosed with ASD were randomly assigned to active (N = 17) or sham stimulation (N = 15) groups in a randomized, sham-controlled, parallel-group design. Participants underwent 10 sessions of active (1.5 mA, 15 min, bilateral left anodal/right cathodal DLPFC, 2 sessions per week) or sham tDCS. Autism symptom severity, theory of mind, emotion regulation strategies, and emotional-behavioral functioning of the patients were assessed at baseline, immediately after the intervention, and 1 month after the intervention. A significant improvement of autism symptom severity (i.e., communication), theory of mind (i.e., ToM 3), and emotion regulation strategies was observed for the active as compared to the sham stimulation group at the end of the intervention, and these effects were maintained at the one-month follow-up. The results suggest that repeated tDCS with anodal stimulation of left and cathodal stimulation of right DLPFC improves autism symptom severity as well as social cognition and emotion regulation in ASD.
Collapse
Affiliation(s)
- Mehdi Zemestani
- Department of Psychology, University of Kurdistan, Sanandaj, Iran
| | | | - Mohammad Ali Salehinejad
- Department of Psychology and Neurosciences, Leibniz Research Centre for Working Environment and Human Factors, Dortmund, Germany
| | - Michael A Nitsche
- Department of Psychology and Neurosciences, Leibniz Research Centre for Working Environment and Human Factors, Dortmund, Germany.,Department of Neurology, University Medical Hospital Bergmannsheil, Bochum, Germany
| |
Collapse
|
|
21
|
Fedewa M, Watkins L, Barnard-Brak L, Akemoglu Y. A Systematic Review and Meta-Analysis of Single Case Experimental Design Play Interventions for Children with Autism and Their Peers. REVIEW JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 2022. [DOI: 10.1007/s40489-022-00343-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
|
|
22
|
Gitimoghaddam M, Chichkine N, McArthur L, Sangha SS, Symington V. Applied Behavior Analysis in Children and Youth with Autism Spectrum Disorders: A Scoping Review. Perspect Behav Sci 2022; 45:521-557. [PMID: 36249174 PMCID: PMC9458805 DOI: 10.1007/s40614-022-00338-x] [Citation(s) in RCA: 20] [Impact Index Per Article: 6.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/21/2022] [Indexed: 12/18/2022] Open
Abstract
This manuscript provides a comprehensive overview of the impact of applied behavior analysis (ABA) on children and youth with autism spectrum disorders (ASD). Seven online databases and identified systematic reviews were searched for published, peer-reviewed, English-language studies examining the impact of ABA on health outcomes. Measured outcomes were classified into eight categories: cognitive, language, social/communication, problem behavior, adaptive behavior, emotional, autism symptoms, and quality of life (QoL) outcomes. Improvements were observed across seven of the eight outcome measures. There were no included studies that measured subject QoL. Moreover, of 770 included study records, only 32 (4%) assessed ABA impact, had a comparison to a control or other intervention, and did not rely on mastery of specific skills to mark improvement. Results reinforce the need for large-scale prospective studies that compare ABA with other non-ABA interventions and include measurements of subject QoL to provide policy makers with valuable information on the impacts of ABA and other existing and emerging interventions. Supplementary Information The online version contains supplementary material available at 10.1007/s40614-022-00338-x.
Collapse
Affiliation(s)
- Mojgan Gitimoghaddam
- University of British Columbia Faculty of Medicine, Vancouver, British Columbia Canada
| | | | - Laura McArthur
- Club Aviva Recreation Ltd., Coquitlam, British Columbia Canada
| | - Sarabjit S Sangha
- Club Aviva Recreation Ltd., Coquitlam, British Columbia Canada
- University of Melbourne Faculty of Medicine, Dentistry and Health Sciences, Melbourne, Australia
| | | |
Collapse
|
|
23
|
Tomfohrde O, Hudock RL, Kremer KB, Fatiha N, Weiler L. Fostering social connectedness among adolescents and adults with autism: A qualitative analysis. PSYCHOLOGY IN THE SCHOOLS 2022. [DOI: 10.1002/pits.22759] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Affiliation(s)
- Olivia Tomfohrde
- Department of Family Social Science University of Minnesota—Twin Cities Minneapolis Minnesota USA
| | - Rebekah L. Hudock
- Department of Pediatrics University of Minnesota—Twin Cities Minneapolis Minnesota USA
| | - Kalli B. Kremer
- College of Biological Sciences University of Minnesota—Twin Cities Minneapolis Minnesota USA
| | - Nusroon Fatiha
- Department of Family Social Science University of Minnesota—Twin Cities Minneapolis Minnesota USA
| | - Lindsey Weiler
- Department of Family Social Science University of Minnesota—Twin Cities Minneapolis Minnesota USA
| |
Collapse
|
|
24
|
Gilmore R, Ziviani J, Chatfield MD, Goodman S, Sakzewski L. Social skills group training in adolescents with disabilities: A systematic review. RESEARCH IN DEVELOPMENTAL DISABILITIES 2022; 125:104218. [PMID: 35306461 DOI: 10.1016/j.ridd.2022.104218] [Citation(s) in RCA: 12] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/15/2021] [Revised: 03/03/2022] [Accepted: 03/08/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND Group social skills interventions (GSSIs) are offered to youth with Autism Spectrum Disorder (ASD) to improve social functioning. This systematic review focused on the adolescent population, including a wider range of disabilities. AIMS To evaluate effectiveness of GSSIs at improving social functioning in adolescents with congenital, acquired or developmental disabilities. METHODS AND PROCEDURES Databases, trial registries and dissertations were systematically searched and a meta-analysis of randomized controlled trials conducted. Study screening, risk-of-bias assessment and Grading of Recommendations Assessment, Development and Evaluation were completed. OUTCOMES AND RESULTS Sixteen studies (n = 1119), 15 with adolescents with ASD and one with brain tumor survivors, revealed GSSIs reduced social impairment on the Social Responsiveness Scale (mean difference (MD) 9.68, 95% CI 5.63-13.73; P < 0.001), increased social skills on the Social Skill Improvement System Rating Scales (SMD 0.38, 95% CI 0.10-0.65; P = 0.007), and improved adolescent social knowledge on the Test of Adolescent Social Skills (MD 7.43 points, 95% CI 5.36-9.50; P < 0.001). CONCLUSIONS AND IMPLICATIONS There is moderate certainty evidence that GSSIs improve social responsiveness, social skills and knowledge, and low certainty of evidence to improve social participation for adolescents with ASD. High quality randomized studies are required to inform clinical practice with adolescents with other disabilities. WHAT THIS PAPER ADDS Current evidence for group social skills interventions (GSSIs) is for adolescents with autism (ASD). GSSIs likely improve social knowledge and reduce impairments in adolescents with ASD, however the effect of GSSIs on social participation is not well understood. Only one randomized trial investigated GSSIs in another population of adolescents, highlighting the need for more high-quality studies including adolescents with other disabilities.
Collapse
Affiliation(s)
- Rose Gilmore
- The University of Queensland, Queensland Cerebral Palsy and Rehabilitation Research Centre (QCPRRC), Centre for Children's Health Research, Level 6, 62 Graham Street, South Brisbane, Queensland 4101, Australia; Queensland Children's Hospital, 501 Stanley Street, South Brisbane, Queensland 4101, Australia.
| | - Jenny Ziviani
- School of Health and Rehabilitation Sciences, The University of Queensland, St Lucia, Brisbane, Queensland, 4072, Australia
| | - Mark D Chatfield
- The University of Queensland, Queensland Cerebral Palsy and Rehabilitation Research Centre (QCPRRC), Centre for Children's Health Research, Level 6, 62 Graham Street, South Brisbane, Queensland 4101, Australia
| | - Sarah Goodman
- The University of Queensland, Queensland Cerebral Palsy and Rehabilitation Research Centre (QCPRRC), Centre for Children's Health Research, Level 6, 62 Graham Street, South Brisbane, Queensland 4101, Australia
| | - Leanne Sakzewski
- The University of Queensland, Queensland Cerebral Palsy and Rehabilitation Research Centre (QCPRRC), Centre for Children's Health Research, Level 6, 62 Graham Street, South Brisbane, Queensland 4101, Australia
| |
Collapse
|
|
25
|
A Systematic Review of Shared Social Activities for Children on the Autism Spectrum and Their Peers. REVIEW JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 2022. [DOI: 10.1007/s40489-022-00322-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
|
|
26
|
Tsang B, Leung CNW, Chan RWS. A feasibility study on social competence intervention for Chinese adolescents and adults with comorbid autism spectrum disorder and intellectual disability. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2022; 35:1131-1139. [DOI: 10.1111/jar.12998] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/22/2021] [Revised: 02/10/2022] [Accepted: 03/30/2022] [Indexed: 11/27/2022]
Affiliation(s)
- Brenda Tsang
- Autism Spectrum Disorder Services New Life Psychiatric Rehabilitation Association Kowloon Hong Kong
| | - Cecilia Nga Wing Leung
- Autism Spectrum Disorder Services New Life Psychiatric Rehabilitation Association Kowloon Hong Kong
| | - Raymond Won Shing Chan
- Autism Spectrum Disorder Services New Life Psychiatric Rehabilitation Association Kowloon Hong Kong
| |
Collapse
|
|
27
|
Zhao H, Zaini Amat A, Migovich M, Swanson A, Weitlauf AS, Warren Z, Sarkar N. INC-Hg: An Intelligent Collaborative Haptic-Gripper Virtual Reality System. ACM TRANSACTIONS ON ACCESSIBLE COMPUTING 2022. [DOI: 10.1145/3487606] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
Collaborative Virtual Environments (CVE) have shown potential to be an effective social skill training platform for children with Autism Spectrum Disorders (ASD) to learn and practice collaborative and communication skills through peer interactions. However, most existing CVE systems require that appropriately matched partners be available at the same time to promote interaction, which limits their applicability to some community settings due to scheduling constraints. A second shortcoming of these more naturalistic peer-based designs is the intensive resources required to manually code the unrestricted conversations that occurred during the peer-based interactions. To preserve the benefits of CVE-based platforms and mitigate some of the resource limitations related to peer availability, we developed an Intelligent Collaborative Haptic-Gripper System (INC-Hg). This system provides an intelligent agent partner who can understand, communicate, and haptically interact with the user, without requiring the presence of another human peer. The INC-Hg operates in real time and thus is able to perform collaborative training tasks at any time and at the user's pace. INC-Hg can also record the real-time data regarding spoken language and task performance, thereby greatly reducing the resource burden of communication and interaction performance analysis. A preliminary usability study with 10 participants with ASD (ages 8–12 years) indicated that the system could classify the participant's utterances into five classes with an accuracy of 70.34%, which suggested the potential of INC-Hg to automatically recognize and analyze conversational content. The results also indicated high accuracies of the agent to initiate a conversation (97.56%) and respond to the participants (86.52%), suggesting the capability of the agent to conduct proper conversations with the participants. Compared to the results of human-to-human collaborative tasks, the human-to-agent mode achieved higher average collaborative operation ratio (61% compared to 40%) and comparable average frequencies for Initiations and Responses among the participants with ASD. These results offer preliminary support as well as areas of improvement regarding the agent's ability to respond to participants, work with participants to complete tasks, engage in back-and-forth conversations, and support the potential of the agent to be a useful partner for individuals with ASD completing CVE tasks.
Collapse
Affiliation(s)
- Huan Zhao
- Treatment and Research Institute for Autism Spectrum Disorders, Vanderbilt University, Nashville, Tennessee
| | - Ashwaq Zaini Amat
- Treatment and Research Institute for Autism Spectrum Disorders, Vanderbilt University, Nashville, Tennessee Department of Electrical Engineering and Computer Science, Vanderbilt University, Nashville, Tennessee
| | - Miroslava Migovich
- Treatment and Research Institute for Autism Spectrum Disorders, Vanderbilt University, Nashville, Tennessee Department of Mechanical Engineering, Vanderbilt University, Nashville, Tennessee
| | - Amy Swanson
- Treatment and Research Institute for Autism Spectrum Disorders, Vanderbilt University, Nashville, Tennessee
| | - Amy S. Weitlauf
- Treatment and Research Institute for Autism Spectrum Disorders, Vanderbilt University, Nashville, Tennessee
| | - Zachary Warren
- Treatment and Research Institute for Autism Spectrum Disorders, Vanderbilt University, Nashville, Tennessee
| | - Nilanjan Sarkar
- Department of Mechanical Engineering, Vanderbilt University, Nashville, Tennessee
| |
Collapse
|
|
28
|
Yakubova G, Chen BB. Parent-Implemented Video-Based Intervention to Teach Autistic Children: an Evidence-Based Systematic Review. REVIEW JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 2022. [DOI: 10.1007/s40489-022-00316-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
|
|
29
|
Factor RS, Rea HM, Laugeson EA, Scarpa A. Examining Feasibility and Outcomes of the PEERS® for Preschoolers Program. J Autism Dev Disord 2022; 53:1821-1833. [PMID: 35267147 DOI: 10.1007/s10803-022-05502-5] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/23/2022] [Indexed: 11/29/2022]
Abstract
Social impairments characteristic of autism spectrum disorder (ASD) are evident in early childhood and often worsen. There is a paucity of evidence-based interventions explicitly targeting social skill development for young children with ASD and few actively integrate caregivers. The PEERS® program, an evidence-based caregiver-assisted social skills program, was extended for young children with ASD (i.e., PEERS® for Preschoolers (P4P)). This pilot study expands upon initial results by examining the feasibility of a briefer intervention period and the effectiveness in improving child social skills among 15 children with ASD. Results suggest P4P recruitment, participant retention, and implementation are feasible across clinicians and sites. Further, P4P appears to improve social skills, maintained post-intervention. Future research might examine mechanisms that lead to results.
Collapse
Affiliation(s)
- Reina S Factor
- Department of Psychology, Virginia Tech 109 Williams Hall, 890 Drillfield Drive, Blacksburg, VA, 24061, USA. .,Virginia Tech Autism Clinic & Center for Autism Research, 3110 Prices Fork Road, Blacksburg, VA, 24061, USA. .,Semel Institute for Neuroscience and Human Behavior, University of California Los Angeles, 300 Medical Plaza, Los Angeles, CA, 90095, USA.
| | - Hannah M Rea
- Research in Autism and the Brain Lab, University of Washington, CHDD Box 357920, Seattle, WA, 98195, USA
| | - Elizabeth A Laugeson
- Semel Institute for Neuroscience and Human Behavior, University of California Los Angeles, 300 Medical Plaza, Los Angeles, CA, 90095, USA
| | - Angela Scarpa
- Department of Psychology, Virginia Tech 109 Williams Hall, 890 Drillfield Drive, Blacksburg, VA, 24061, USA.,Virginia Tech Autism Clinic & Center for Autism Research, 3110 Prices Fork Road, Blacksburg, VA, 24061, USA
| |
Collapse
|
|
30
|
Factor RS, Rea HM, Dahiya AV, Albright J, Ollendick TH, Laugeson EA, Scarpa A. An Initial Pilot Study Examining Child Social Skills, Caregiver Styles, and Family Functioning in the PEERS® for Preschoolers Program for Young Autistic Children and their Caregivers. RESEARCH IN DEVELOPMENTAL DISABILITIES 2022; 121:104152. [PMID: 34942441 DOI: 10.1016/j.ridd.2021.104152] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/07/2021] [Revised: 11/15/2021] [Accepted: 12/13/2021] [Indexed: 06/14/2023]
Abstract
BACKGROUND Social impairments characteristic of autism spectrum disorder (ASD) are evident in early childhood and worsen as the child matures. Though many interventions for young children exist, few specifically target social skills and involve caregivers. AIMS This pilot study examined PEERS® for Preschoolers, focusing on temporal change in child social skills, caregiver style, and family functioning in the context of a caregiver-assisted social skills intervention. This extension of the PEERS® program builds on the success of the intervention for older children, presenting skills in a developmentally appropriate manner to young autistic children and their caregivers. METHODS AND PROCEDURES The present pilot study used a non-concurrent multiple baseline design to examine the above variables with 15 autistic children (Mage = 4.87, SD = 1.25; 11 boys). Children and caregivers participated in PEERS® for Preschoolers groups, with each group randomly assigned three different baseline periods (1.5, 2, or 2.5 weeks) before beginning. OUTCOMES AND RESULTS Simulation Modeling Analysis (SMA) revealed concurrent improvements in social and caregiving skills, with subsequent changes in family functioning occurring over the course of this 16-session intervention. CONCLUSIONS AND IMPLICATIONS Future research will need to examine mechanisms of change in PEERS® for Preschoolers for children and caregivers. WHAT THIS PAPER ADDS There is a dearth of research that specifically examines social skills interventions for young autistic children that incorporates caregivers and examines family functioning as well. This paper is one of the first to evaluate the PEERS® for Preschoolers (P4P) intervention by: 1) exploring changes in child social skills, caregiver efficacy, and family functioning, and 2) analyzing the sequence of improvements in the aforementioned variables to measure systematic change. This pilot study presents results using appropriate methodology for a small sample size of children and caregivers. Results suggested concurrent improvements in social and caregiving skills and subsequent changes in family functioning. These can be built upon for further research on the PEERS® for Preschoolers intervention. This study supports PEERS® for Preschoolers as a feasible intervention that likely contributes to improvements for the child, caregiver in their relationship with their child and parenting styles in general, as well as functioning of the entire family. In sum, this work is essential to furthering the provision of a much needed service of social skills interventions for young autistic children.
Collapse
Affiliation(s)
- Reina S Factor
- Department of Psychology, Virginia Tech, 109 Williams Hall, 890 Drillfield, Drive, Blacksburg, VA 24061, United States; Virginia Tech Autism Clinic & Center for Autism Research, 3110 Prices Fork Road, Blacksburg, VA 24061, United States; Semel Institute for Neuroscience and Human Behavior, University of California Los Angeles, 300 Medical Plaza, Los Angeles, CA 90095, United States.
| | - Hannah M Rea
- Research in Autism and the Brain Lab, University of Washington, CHDD Box 357920, Seattle, WA 98195, United States
| | - Angela V Dahiya
- Department of Psychology, Virginia Tech, 109 Williams Hall, 890 Drillfield, Drive, Blacksburg, VA 24061, United States; Virginia Tech Autism Clinic & Center for Autism Research, 3110 Prices Fork Road, Blacksburg, VA 24061, United States
| | - Jordan Albright
- Department of Psychology, Virginia Tech, 109 Williams Hall, 890 Drillfield, Drive, Blacksburg, VA 24061, United States; Virginia Tech Autism Clinic & Center for Autism Research, 3110 Prices Fork Road, Blacksburg, VA 24061, United States
| | - Thomas H Ollendick
- Department of Psychology, Virginia Tech, 109 Williams Hall, 890 Drillfield, Drive, Blacksburg, VA 24061, United States; Virginia Tech Autism Clinic & Center for Autism Research, 3110 Prices Fork Road, Blacksburg, VA 24061, United States
| | - Elizabeth A Laugeson
- Semel Institute for Neuroscience and Human Behavior, University of California Los Angeles, 300 Medical Plaza, Los Angeles, CA 90095, United States
| | - Angela Scarpa
- Department of Psychology, Virginia Tech, 109 Williams Hall, 890 Drillfield, Drive, Blacksburg, VA 24061, United States; Virginia Tech Autism Clinic & Center for Autism Research, 3110 Prices Fork Road, Blacksburg, VA 24061, United States
| |
Collapse
|
|
31
|
Silver K, Parsons S. Perspectives of autistic adults on the strategies that help or hinder successful conversations. AUTISM & DEVELOPMENTAL LANGUAGE IMPAIRMENTS 2022; 7:23969415221101113. [PMID: 36382069 PMCID: PMC9620675 DOI: 10.1177/23969415221101113] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Indexed: 06/16/2023]
Abstract
Background & aims There is increasing recognition of the importance of challenging deficit-focused, medical model approaches to supporting autistic people in daily life, however there is a lack of inclusion of autistic perspectives to inform approaches that may empower autistic people in conversations. Methods This multiple case study used a participatory approach to explore the conversation experiences and exchange in dyads of five autistic and five non-autistic adults over four to 12 months. The study was grounded in the perspectives of autistic people through a series of semi-structured interviews, observations, reflective conversations, and diary records. Results The findings focus on autistic participants' existing knowledge of conversations that they reported could be useful to them, including the communication environment, and type and structure of talk. The study also helped participants to identify and use previously unrecognised metacognitive abilities (what they already knew about conversations) within naturalistic interactive contexts. Conclusions These findings provide novel insights as to how the 'interactional expertise' of non-autistic people could be strengthened to enable the effective contribution of the voices of autistic people in everyday conversations. Implications The identification and use of successful conversation strategies identified by autistic adults gave them a greater sense of empowerment within the conversation based on their accounts of their experiences. Understanding these strategies has valuable implications for staff training, for working with families and for learning by autistic adults.
Collapse
Affiliation(s)
- Kate Silver
- The Autism Community Research Network @Southampton
[ACoRNS] and the Centre for Research in Inclusion, Southampton Education School, University of
Southampton, UK
| | - Sarah Parsons
- The Autism Community Research Network @Southampton
[ACoRNS] and the Centre for Research in Inclusion, Southampton Education School, University of
Southampton, UK
| |
Collapse
|
|
32
|
Factor RS, Glass L, Baertschi D, Laugeson EA. Remote PEERS ® for preschoolers: A pilot parent-mediated social skills intervention for young children with social challenges over telehealth. Front Psychiatry 2022; 13:1008485. [PMID: 36523874 PMCID: PMC9745198 DOI: 10.3389/fpsyt.2022.1008485] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/31/2022] [Accepted: 11/09/2022] [Indexed: 11/30/2022] Open
Abstract
INTRODUCTION Social differences characteristic of autism spectrum disorder (ASD) and other developmental disabilities are evident in early childhood and are associated with later difficulties. Unfortunately, there is a paucity of evidence-based interventions explicitly targeting social skills development for young children, few actively integrate parents and caregivers, and even fewer have remote models. The importance of providing accessible, tailored services for families in the wake of the COVID-19 pandemic, prompted the creation of a parent-mediated telehealth version of Program for the Education and Enrichment of Relational Skills (PEERS®) for Preschoolers (P4P), a pre-existing, evidence-based social skills intervention for children 4-6 years focused on making and keeping friends. METHOD This methodological paper documents the implementation, feasibility, and satisfaction of a novel telehealth group-based delivery of P4P. RESULTS Qualitative results indicate acceptable feasibility and satisfaction. Additionally, following completion there was an increase in parental confidence in social coaching and increased use of child social skills. DISCUSSION Future work will evaluate quantitative outcomes and comparisons between delivery methods (e.g., telehealth vs. in-person).
Collapse
Affiliation(s)
- Reina S Factor
- Department of Psychiatry and Biobehavioral Sciences, Semel Institute for Neuroscience and Human Behavior, University of California, Los Angeles, Los Angeles, CA, United States
| | - Leila Glass
- Department of Psychiatry and Biobehavioral Sciences, Semel Institute for Neuroscience and Human Behavior, University of California, Los Angeles, Los Angeles, CA, United States
| | - Daliah Baertschi
- Department of Psychiatry and Biobehavioral Sciences, Semel Institute for Neuroscience and Human Behavior, University of California, Los Angeles, Los Angeles, CA, United States
| | - Elizabeth A Laugeson
- Department of Psychiatry and Biobehavioral Sciences, Semel Institute for Neuroscience and Human Behavior, University of California, Los Angeles, Los Angeles, CA, United States
| |
Collapse
|
|
33
|
Dykens EM, Roof E, Hunt-Hawkins H, McDonald C. The Feasibility and Effectiveness of a Novel, On-Line Social Skills Intervention for Individuals With Prader-Willi Syndrome. Front Psychiatry 2022; 13:863999. [PMID: 35693970 PMCID: PMC9175568 DOI: 10.3389/fpsyt.2022.863999] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/27/2022] [Accepted: 04/25/2022] [Indexed: 11/13/2022] Open
Abstract
INTRODUCTION People with neurodevelopmental disabilities, including Prader-Willi syndrome (PWS), are at heightened risk for the negative sequalae of loneliness, including depression and anxiety. While societal factors such as stigma or limited social opportunities contribute to loneliness, so too do deficits in social cognition and social skills. People with PWS have specific difficulties recognizing affect in others, accurately interpreting social interactions, and taking the perspectives of others. These features, combined with hyperphagia, rigidity, and insistence on sameness conspire to impede the abilities of people with PWS to make and sustain friendships and reduce feelings of loneliness. METHODS We developed and administered an intervention, Building Our Social Skills (BOSS), that aimed to improve social skill deficits in PWS. The 10-week intervention was administered on-line via Zoom to 51 young people with PWS in the U.S. (M age = 20.8, SD = 6.42). Two clinicians co-led groups of 6-8 participants in 30-min sessions, 3 times per week, and also trained 4 graduate students to co-lead groups with high fidelity. We used a pre-post intervention and 3-month follow-up design, with no control group, and mitigated this design limitation by triangulating across informants and methodologies. Specifically, parents completed the widely used Social Responsiveness Scale (SRS) and Child Behavior Checklist (CBCL), and participants were individually interviewed about their friendships and loneliness. Interview responses were reliably coded by independent raters. RESULTS Repeated measure multivariate analyses, with baseline values entered as covariates, revealed significant pre-to post-test improvements in the SRS's social cognition, motivation and communication subscales (p's < 0.001), with large effect sizes ( n p 2 = 0.920, 0.270, and 0.204, respectively). Participant and parental reports of loneliness were correlated with the CBCL's Internalizing domain, specifically the Anxiety/Depressed subdomain. Over time, parents reported getting along better with peers, increased contact with friends, more friends and less loneliness. Participants also reported significantly less loneliness and more friends. CONCLUSIONS This mixed method, proof-of-concept study demonstrated the feasibility of delivering an on-line social skills intervention to young people with PWS. As no differences were found between clinician vs. graduate student outcomes, the BOSS curriculum holds considerable promise for wider dissemination and implementation in the PWS community.
Collapse
Affiliation(s)
- Elisabeth M Dykens
- Department of Psychology and Human Development and Vanderbilt Kennedy Center, Vanderbilt University, Nashville, TN, United States
| | - Elizabeth Roof
- Department of Psychology and Human Development and Vanderbilt Kennedy Center, Vanderbilt University, Nashville, TN, United States
| | - Hailee Hunt-Hawkins
- Department of Psychology and Human Development and Vanderbilt Kennedy Center, Vanderbilt University, Nashville, TN, United States.,Psychiatric Nursing Program, Vanderbilt University School of Nursing, Nashville, TN, United States
| | - Charles McDonald
- Department of Psychology and Human Development and Vanderbilt Kennedy Center, Vanderbilt University, Nashville, TN, United States
| |
Collapse
|
|
34
|
Qiu S, An P, Kang K, Hu J, Han T, Rauterberg M. A Review of Data Gathering Methods for Evaluating Socially Assistive Systems. SENSORS (BASEL, SWITZERLAND) 2021; 22:82. [PMID: 35009623 PMCID: PMC8747743 DOI: 10.3390/s22010082] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/20/2021] [Revised: 12/16/2021] [Accepted: 12/21/2021] [Indexed: 05/21/2023]
Abstract
Social interactions significantly impact the quality of life for people with special needs (e.g., older adults with dementia and children with autism). They may suffer loneliness and social isolation more often than people without disabilities. There is a growing demand for technologies to satisfy the social needs of such user groups. However, evaluating these systems can be challenging due to the extra difficulty of gathering data from people with special needs (e.g., communication barriers involving older adults with dementia and children with autism). Thus, in this systematic review, we focus on studying data gathering methods for evaluating socially assistive systems (SAS). Six academic databases (i.e., Scopus, Web of Science, ACM, Science Direct, PubMed, and IEEE Xplore) were searched, covering articles published from January 2000 to July 2021. A total of 65 articles met the inclusion criteria for this systematic review. The results showed that existing SASs most often targeted people with visual impairments, older adults, and children with autism. For instance, a common type of SASs aimed to help blind people perceive social signals (e.g., facial expressions). SASs were most commonly assessed with interviews, questionnaires, and observation data. Around half of the interview studies only involved target users, while the other half also included secondary users or stakeholders. Questionnaires were mostly used with older adults and people with visual impairments to measure their social interaction, emotional state, and system usability. A great majority of observational studies were carried out with users in special age groups, especially older adults and children with autism. We thereby contribute an overview of how different data gathering methods were used with various target users of SASs. Relevant insights are extracted to inform future development and research.
Collapse
Affiliation(s)
- Shi Qiu
- Department of Design, Shanghai Jiao Tong University, Shanghai 200240, China;
- Department of Industrial Design, Eindhoven University of Technology, 5600MB Eindhoven, The Netherlands; (K.K.); (J.H.); (M.R.)
| | - Pengcheng An
- School of Design, Southern University of Science and Technology, Shenzhen 518055, China;
- School of Computer Science, University of Waterloo, Waterloo, ON N2L 3G1, Canada
| | - Kai Kang
- Department of Industrial Design, Eindhoven University of Technology, 5600MB Eindhoven, The Netherlands; (K.K.); (J.H.); (M.R.)
- Department of Industrial Design, Nantong University, Nantong 226019, China
| | - Jun Hu
- Department of Industrial Design, Eindhoven University of Technology, 5600MB Eindhoven, The Netherlands; (K.K.); (J.H.); (M.R.)
| | - Ting Han
- Department of Design, Shanghai Jiao Tong University, Shanghai 200240, China;
| | - Matthias Rauterberg
- Department of Industrial Design, Eindhoven University of Technology, 5600MB Eindhoven, The Netherlands; (K.K.); (J.H.); (M.R.)
| |
Collapse
|
|
35
|
Duncan A, Liddle M, Stark LJ. Iterative Development of a Daily Living Skills Intervention for Adolescents with Autism Without an Intellectual Disability. Clin Child Fam Psychol Rev 2021; 24:744-764. [PMID: 34196895 PMCID: PMC8247110 DOI: 10.1007/s10567-021-00360-6] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 06/03/2021] [Indexed: 01/24/2023]
Abstract
Daily living skill deficits commonly co-occur in individuals with autism spectrum disorder (ASD). These deficits in adolescence are associated with poor outcomes, in both employment and independent living skills as adults. Currently, there are no interventions that directly target daily living skill acquisition in adolescents with ASD without an intellectual disability to facilitate a successful transition to adulthood. In this paper, we discuss the development, refinement, and initial efficacy studies of Surviving and Thriving in the Real World (STRW), a 14-session group treatment for both adolescents with ASD and their parent/caregiver that promotes attainment of critical daily living skills. We summarize initial feasibility studies that have been instrumental in the iterative development of STRW. The structure, core treatment elements, and content of STRW are described in detail. Lastly, we discuss the transition of the in-person STRW intervention to STRW-telehealth, which allows for adolescents with ASD to work on daily living skills in their own home with support from a therapist.
Collapse
Affiliation(s)
- Amie Duncan
- Department of Pediatrics, Cincinnati Children’s Hospital Medical Center, 3333 Burnet Ave, Cincinnati, OH 45229-3039 USA
- University of Cincinnati College of Medicine, Cincinnati, OH USA
| | - Melissa Liddle
- Department of Pediatrics, Cincinnati Children’s Hospital Medical Center, 3333 Burnet Ave, Cincinnati, OH 45229-3039 USA
| | - Lori J. Stark
- Department of Pediatrics, Cincinnati Children’s Hospital Medical Center, 3333 Burnet Ave, Cincinnati, OH 45229-3039 USA
- University of Cincinnati College of Medicine, Cincinnati, OH USA
| |
Collapse
|
|
36
|
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. [DOI: 10.1007/s40489-020-00233-8] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
|
|
37
|
Music Technology as a Means for Fostering Young Children’s Social Interactions in an Inclusive Class. APPLIED SYSTEM INNOVATION 2021. [DOI: 10.3390/asi4040093] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
This research investigated how children aged five to six performed in social interactions and participation by learning American English through music technology activities in an inclusive class. The purposes of this research were to analyze, through music technology activities, the social interactions and participation of children in the inclusive class. Therefore, the research question was as follows: can music technology activities significantly improve children’s social interactions and participation in an inclusive class? There were two themes for the research teaching, each of which included seven weeks of instruction. The teaching content involved three stages, which were pre-test, implementation, and post-test. The research teaching was given 40 min per session twice a week and continued for 14 weeks with 28 teaching times. The methodology primarily consisted of a qualitative assessment of participation, observations, and interviews. In addition to collecting and analyzing qualitative data, quantitative data were also employed in the study. Data sources were semi-structured observation forms, anecdote records, language test scales and interview records, and feedback forms. The results indicated that all children had positive performance in social interactions and participating motivation, as supported by statistical results of social validity. Furthermore, the children’s cooperation and communication effectively improved through music technology activities. Nevertheless, the limitation of the study is the insufficient number of participants involved in the evaluation. For future research, utilizing more than 30 samples would be more appropriate and would supplement the social network analysis to carry out more in-depth investigations and discussions.
Collapse
|
|
38
|
Emotional Rational Education Training Associated with Mindfulness for Managing Anxiety within Adolescents Affected by High-Functioning Autism: A Descriptive Study. Behav Sci (Basel) 2021; 11:bs11110156. [PMID: 34821617 PMCID: PMC8614903 DOI: 10.3390/bs11110156] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/03/2021] [Revised: 10/21/2021] [Accepted: 11/04/2021] [Indexed: 12/02/2022] Open
Abstract
Background: Autism spectrum disorder (ASD) is a chronic and persistent pervasive developmental disorder (PDD) whose characteristic deficit is represented by social difficulties, semantic–pragmatic alterations and a limited, unusual and repetitive pattern of interests and behaviors. Specifically, individuals with high-functioning autism (HFA) frequently exhibit associated internalizing symptoms that are not part of the diagnostic criteria but which, nonetheless, tend to impair daily functioning. In this study, we investigated how some forms of treatment could be useful in subjects with HFA who display internalizing symptoms. Theoretical background relates to standard cognitive therapy (SCT) and rational education training with mindfulness (M-ERE). Methods: In this study, we investigated how some forms of treatment could be useful in subjects with HFA and internalizing symptoms, focusing on standard cognitive therapy (SCT) and mindfulness associated with emotional rational education training (M-ERE). We selected two groups of HFA patients with significant internalizing symptoms and performed two different forms of treatment for six months: SCT and M-ERE. The aim of the study was to verify the effectiveness of an M-ERE protocol with respect to anxious and depressive symptoms in subjects with HFA. Furthermore, we wanted to compare the results obtained with this combined treatment with those obtained in HFA subjects treated with SCT. Results: Our analyses showed an improvement in the internalizing symptoms (especially those related to the anxiety dimension) of the group that followed a treatment based on mindfulness and rational emotional education for 6 months compared to the group that had instead performed a 6-month treatment based on the SCT. Conclusions: Our hypotheses were supported by the results, which highlighted the efficacy of mindfulness-based interventions in the treatment of internalizing symptoms in adolescents with HFA, and specifically showed that an M-ERE intervention appears more effective in managing anxiety compared to treatment with SCT and appears to be equally effective in the management of depressive symptoms. Not only was the M-ERE treatment effective for the management of anxious and depressive symptoms in subjects with HFA, but the efficacy for the management of anxious symptoms was greater than the SCT treatment.
Collapse
|
|
39
|
Cheung WC, Meadan H, Xia Y. A Longitudinal Analysis of the Relationships Between Social, Communication, and Motor Skills Among Students with Autism. J Autism Dev Disord 2021; 52:4505-4518. [PMID: 34677754 DOI: 10.1007/s10803-021-05328-7] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 10/09/2021] [Indexed: 10/20/2022]
Abstract
Many students with autism have difficulties engaging with their classroom environments and forming friendships, which are mostly affected by deficits in social, communication, and motor skills. The Special Education Elementary Longitudinal Study (SEELS, 2000) data set was used, focusing on elementary age students with autism, to explore the longitudinal relationships between social, communication, and motor skills and the mediating role of motor skills in between communication and social skills by using structural equational modeling analyses. Results show that (a) motor skills mediate the relationship between communication and social skills in elementary school, (b) there are significant longitudinal relationships among these skills in elementary school. Increased motor skills may improve social skills for students with autism in elementary school.
Collapse
Affiliation(s)
- W C Cheung
- Department of Special Education, University of Illinois at Urbana-Champaign, 288 Education, 1310 S. Sixth St., Champaign, IL, 61820, USA.
| | - H Meadan
- Department of Special Education, University of Illinois at Urbana-Champaign, 288 Education, 1310 S. Sixth St., Champaign, IL, 61820, USA
| | - Y Xia
- Department of Educational Psychology, University of Illinois at Urbana-Champaign, 230B Education, 1310 S. Sixth St., Champaign, IL, 61820, USA
| |
Collapse
|
|
40
|
Rashedi RN, Bonnet K, Schulte RJ, Schlundt DG, Swanson AR, Kinsman A, Bardett N, Juárez P, Warren ZE, Biswas G, Kunda M. Opportunities and Challenges in Developing Technology-Based Social Skills Interventions for Adolescents with Autism Spectrum Disorder: A Qualitative Analysis of Parent Perspectives. J Autism Dev Disord 2021; 52:4321-4336. [PMID: 34637019 PMCID: PMC8506475 DOI: 10.1007/s10803-021-05315-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/28/2021] [Indexed: 11/24/2022]
Abstract
Interest continues to be high in technology-based interventions for individuals with autism spectrum disorder (ASD). Understanding the preferences and challenges of technology use among individuals with ASD can inform the design of such interventions. Through 18 interviews with parents, we used an iterative inductive-deductive approach to qualitative analysis and explored uses of technology for social skills development among adolescents with ASD. Our findings include parents’ observations about their adolescent’s preferences in types of technology devices and digital content, as well as both positive and negative effects of technology use on mood and behavior. Parents highlighted several avenues of technological preferences and risks that may inform intervention design, enhance user engagement, and capitalize on users’ strengths while buttressing areas for growth.
Collapse
Affiliation(s)
- Roxanne N Rashedi
- Vanderbilt University, School of Engineering, 2301 Vanderbilt Pl, Nashville, TN, 37235, USA
| | - Kemberlee Bonnet
- Department of Psychology and Human Development, Vanderbilt University, 230 Appleton Pl, Nashville, TN, 37203, USA
| | - Rebecca J Schulte
- Department of Psychology and Human Development, Vanderbilt University, 230 Appleton Pl, Nashville, TN, 37203, USA
| | - David G Schlundt
- Department of Psychology and Human Development, Vanderbilt University, 230 Appleton Pl, Nashville, TN, 37203, USA
| | - Amy R Swanson
- Vanderbilt Kennedy Center, Vanderbilt University, 110 Magnolia Cir, Nashville, TN, 37203, USA
| | - Amy Kinsman
- Vanderbilt Kennedy Center, Vanderbilt University, 110 Magnolia Cir, Nashville, TN, 37203, USA
| | - Nicole Bardett
- Vanderbilt Kennedy Center, Vanderbilt University, 110 Magnolia Cir, Nashville, TN, 37203, USA
| | - Pablo Juárez
- Vanderbilt Kennedy Center, Vanderbilt University, 110 Magnolia Cir, Nashville, TN, 37203, USA
| | - Zachary E Warren
- Vanderbilt Kennedy Center, Vanderbilt University, 110 Magnolia Cir, Nashville, TN, 37203, USA
| | - Gautam Biswas
- Vanderbilt University, School of Engineering, 2301 Vanderbilt Pl, Nashville, TN, 37235, USA
| | - Maithilee Kunda
- Vanderbilt University, School of Engineering, 2301 Vanderbilt Pl, Nashville, TN, 37235, USA.
| |
Collapse
|
|
41
|
Bendig E, Küchler AM, Baumeister H, Becker T. Blended Care in In-Patient Acute Psychiatric Care. The Example of a Group Training for Social Competences in Adults-A Pretest-Posttest Feasibility Study. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:9433. [PMID: 34574357 PMCID: PMC8472047 DOI: 10.3390/ijerph18189433] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 07/16/2021] [Revised: 08/30/2021] [Accepted: 08/30/2021] [Indexed: 01/10/2023]
Abstract
INTRODUCTION Deficits in social skills can be an important modulating factor in the development and progress of various mental disorders. However, limited resources in inpatient care often impede effective social skills training. This study investigates the feasibility of a blended group training for social skills (SST) in an inpatient psychiatric setting. Methods and Analysis: For this one-group pretest-posttest trial, inpatients with a diagnosed mental disorder were recruited. Participation in the blended SST lasted four weeks and took place within usual inpatient psychiatric care. The blended intervention comprised four face-to-face group sessions and three complementary online modules within four weeks. Assessments took place before (t1) and after (t2) the training. Feasibility outcomes (use, acceptance, satisfaction, implementability into usual psychiatric inpatient care) and effectiveness outcomes regarding social skills were assessed. RESULTS N = 15 participants were recruited. Most patients completed all questionnaires (93%) and all modules of the blended SST concept (60%). All participants (100%) would recommend the blended intervention to a friend. Regarding social skills, exploratory analyses revealed a non-significant medium-sized effect (Cohen's d = 0.5 95%CI 0.3 to 1.25, p = 0.08). DISCUSSION This trial shows that a blended care SST is feasible for the use in acute psychiatric inpatient care setting. Although the wards were acute, with high turnover and change of inpatients, 60% of participants were treated per protocol over four weeks. Overall, the evidence on blended care concepts in psychiatric care settings is extremely poor to date. Hence, this trial should encourage intensified blended inpatient psychiatric care research.
Collapse
Affiliation(s)
- Eileen Bendig
- Department of Clinical Psychology and Psychotherapy, Institute of Psychology and Education, Ulm University, 89081 Ulm, Germany;
| | - Ann-Marie Küchler
- Department of Clinical Psychology and Psychotherapy, Institute of Psychology and Education, Ulm University, 89081 Ulm, Germany;
| | - Harald Baumeister
- Department of Clinical Psychology and Psychotherapy, Institute of Psychology and Education, Ulm University, 89081 Ulm, Germany;
| | - Thomas Becker
- Department of Psychiatry II, Bezirkskrankenhaus Günzburg, Ulm University, 89312 Ulm, Germany;
| |
Collapse
|
|
42
|
Cannella-Malone HI, Dueker SA, Barczak MA, Brock ME. Teaching academic skills to students with significant intellectual disabilities: A systematic review of the single-case design literature. JOURNAL OF INTELLECTUAL DISABILITIES : JOID 2021; 25:387-404. [PMID: 31876215 DOI: 10.1177/1744629519895387] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
Students with significant intellectual and developmental disabilities deserve access to instruction on academic skills in addition to functional skills. Many teachers, however, report challenges with identifying appropriate evidence-based practices to teach academics to these students. The purpose of this systematic review was to summarize and analyze literature on academic instruction for students with significant disabilities. Two hundred twenty-two articles with 225 experiments utilizing a single-case design and published between 1976 and 2018 were included in the review. Visual analysis indicated that, in most cases, interventions enabled students to make progress on targeted academic skills. The majority of studies focused on basic reading skills and included participants with moderate disabilities. Most studies used a combination of three or four evidence-based practices, with modeling, prompting, visual supports, time delay, and reinforcement being the most frequently used combination across studies.
Collapse
Affiliation(s)
| | | | | | - Matthew E Brock
- The Ohio State University and Crane Center on Early Childhood Research and Policy, USA
| |
Collapse
|
|
43
|
Tripathi I, Estabillo JA, Moody CT, Laugeson EA. Long-Term Treatment Outcomes of PEERS ® for Preschoolers: A Parent-Mediated Social Skills Training Program for Children with Autism Spectrum Disorder. J Autism Dev Disord 2021; 52:2610-2626. [PMID: 34302574 PMCID: PMC9114088 DOI: 10.1007/s10803-021-05147-w] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 06/10/2021] [Indexed: 12/02/2022]
Abstract
Although parent-assisted social skills interventions may reduce early social challenges in preschool-aged children with autism spectrum disorder (ASD), limited research has explored whether intervention gains maintain several years after treatment. This study examined the durability of PEERS® for Preschoolers, a parent-mediated social skills training program for preschool-aged children with ASD and other social challenges. Twenty-nine parents reported on child and family outcomes 1–5 years following treatment. Results demonstrated maintenance of treatment gains on measures of ASD-related social impairments including social communication, social responsiveness, social motivation, and peer engagement. Post-treatment improvements in problem behaviors and parenting stress were not maintained at long-term follow-up. Implications of these results are discussed.
Collapse
Affiliation(s)
- Isita Tripathi
- Semel Institute for Neuroscience and Human Behavior, University of California, 300 UCLA Medical Plaza, Los Angeles, CA, 90095-6967, USA. .,Harvard Medical School, 25 Shattuck St, Boston, MA, 02115, USA.
| | - Jasper A Estabillo
- Semel Institute for Neuroscience and Human Behavior, University of California, 300 UCLA Medical Plaza, Los Angeles, CA, 90095-6967, USA.,Department of Psychiatry and Biobehavioral Sciences, University of California, 300 UCLA Medical Plaza, Los Angeles, CA, 90095-6967, USA.,Department of Psychology, University of California, 1264 Franz Hall, Los Angeles, CA, 90095-1759, USA
| | - Christine T Moody
- Semel Institute for Neuroscience and Human Behavior, University of California, 300 UCLA Medical Plaza, Los Angeles, CA, 90095-6967, USA.,Department of Psychiatry and Biobehavioral Sciences, University of California, 300 UCLA Medical Plaza, Los Angeles, CA, 90095-6967, USA
| | - Elizabeth A Laugeson
- Semel Institute for Neuroscience and Human Behavior, University of California, 300 UCLA Medical Plaza, Los Angeles, CA, 90095-6967, USA.,Department of Psychiatry and Biobehavioral Sciences, University of California, 300 UCLA Medical Plaza, Los Angeles, CA, 90095-6967, USA
| |
Collapse
|
|
44
|
Zhang Q, Wu R, Zhu S, Le J, Chen Y, Lan C, Yao S, Zhao W, Kendrick KM. Facial emotion training as an intervention in autism spectrum disorder: A meta-analysis of randomized controlled trials. Autism Res 2021; 14:2169-2182. [PMID: 34286900 DOI: 10.1002/aur.2565] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/29/2020] [Revised: 06/03/2021] [Accepted: 06/04/2021] [Indexed: 11/11/2022]
Abstract
A large number of computer-based training programs have been developed as an intervention to help individuals with autism spectrum disorders (ASD) improve their facial emotion recognition ability, as well as social skills. However, it is unclear to what extent these facial emotion training programs can produce beneficial, long-lasting, and generalizable results. Using standard meta-analytic techniques, we investigated the effects of facial emotion training including generalization and maintenance restricted to randomized control trial studies comprising a total of 595 individuals with ASD. Our findings revealed that the intervention resulted in a robust improvement in emotion recognition for individuals receiving training compared with controls. However, while there was also some evidence for generalization of training effects, the small number of studies which conducted follow-ups and assessed social skills reported that improvements were not maintained and there was no evidence for general improvement in social skills. Overall, the analysis revealed a medium effect size in training improvement indicating that facial emotion training may be an effective method for enhancing emotion recognition skills in ASD although more studies are required to assess maintenance of effects and possible general improvements in social skills. LAY SUMMARY: Facial emotion training as an intervention may be a potential way to help improve emotion recognition in autism spectrum disorder (ASD), however robust empirical support for its efficacy has not been sufficiently established. Here, we conducted a meta-analysis of previous studies to summarize the effects of facial emotion training on ASD. Our results show that the training produces a robust improvement in subsequent emotion recognition, while maintenance and generalization effects still need further investigation. To date, no experimentally verified improvements in social skills have been reported.
Collapse
Affiliation(s)
- Qianqian Zhang
- The Clinical Hospital of Chengdu Brain Science Institute, MOE Key Laboratory for NeuroInformation of Ministry of Education, Center for Information in Medicine, University of Electronic Science and Technology of China, Chengdu, China
| | - Renjing Wu
- The Clinical Hospital of Chengdu Brain Science Institute, MOE Key Laboratory for NeuroInformation of Ministry of Education, Center for Information in Medicine, University of Electronic Science and Technology of China, Chengdu, China
| | - Siyu Zhu
- The Clinical Hospital of Chengdu Brain Science Institute, MOE Key Laboratory for NeuroInformation of Ministry of Education, Center for Information in Medicine, University of Electronic Science and Technology of China, Chengdu, China
| | - Jiao Le
- The Clinical Hospital of Chengdu Brain Science Institute, MOE Key Laboratory for NeuroInformation of Ministry of Education, Center for Information in Medicine, University of Electronic Science and Technology of China, Chengdu, China
| | - Yuanshu Chen
- The Clinical Hospital of Chengdu Brain Science Institute, MOE Key Laboratory for NeuroInformation of Ministry of Education, Center for Information in Medicine, University of Electronic Science and Technology of China, Chengdu, China
| | - Chunmei Lan
- The Clinical Hospital of Chengdu Brain Science Institute, MOE Key Laboratory for NeuroInformation of Ministry of Education, Center for Information in Medicine, University of Electronic Science and Technology of China, Chengdu, China
| | - Shuxia Yao
- The Clinical Hospital of Chengdu Brain Science Institute, MOE Key Laboratory for NeuroInformation of Ministry of Education, Center for Information in Medicine, University of Electronic Science and Technology of China, Chengdu, China
| | - Weihua Zhao
- The Clinical Hospital of Chengdu Brain Science Institute, MOE Key Laboratory for NeuroInformation of Ministry of Education, Center for Information in Medicine, University of Electronic Science and Technology of China, Chengdu, China
| | - Keith M Kendrick
- The Clinical Hospital of Chengdu Brain Science Institute, MOE Key Laboratory for NeuroInformation of Ministry of Education, Center for Information in Medicine, University of Electronic Science and Technology of China, Chengdu, China
| |
Collapse
|
|
45
|
Can I Learn to Play? Randomized Control Trial to Assess Effectiveness of a Peer-Mediated Intervention to Improve Play in Children with Autism Spectrum Disorder. J Autism Dev Disord 2021; 51:1823-1838. [PMID: 32870416 DOI: 10.1007/s10803-020-04671-5] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Abstract
Play is often used in interventions to improve social outcomes for children with autism spectrum disorders (ASD). Play is a primary occupation of childhood and, therefore, an important outcome of intervention. The Ultimate Guide to Play, Language and Friendship (PLF) is a peer-mediated intervention for 6-11-year-old children with ASD. A total of 68 dyads were randomized to either a 10-week treatment first or waitlist control group. Results revealed a significant moderate intervention effect from pre- to post-intervention, which was maintained to the 3-month follow-up clinic session and generalized to the home environment. The findings support that the PLF intervention can be used to positively improve play in 6-11-year-old children with ASD.Australian New Zealand Clinical Trials Registry, https://www.anzctr.org.au/ (ACTRN12615000008527; Universal Trial Number: U1111-1165-2708).
Collapse
|
|
46
|
Klinger LG, Cook ML, Dudley KM. Predictors and Moderators of Treatment Efficacy in Children and Adolescents with Autism Spectrum Disorder. JOURNAL OF CLINICAL CHILD AND ADOLESCENT PSYCHOLOGY : THE OFFICIAL JOURNAL FOR THE SOCIETY OF CLINICAL CHILD AND ADOLESCENT PSYCHOLOGY, AMERICAN PSYCHOLOGICAL ASSOCIATION, DIVISION 53 2021; 50:517-524. [PMID: 33210939 PMCID: PMC8986328 DOI: 10.1080/15374416.2020.1833735] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/20/2022]
Abstract
OBJECTIVE The heterogeneous symptom presentation of autism spectrum disorder (ASD) requires clinicians to consider each child's unique constellation of symptoms and tailor intervention accordingly. Treatment moderators, though necessary to guide evidence-based treatment decisions, are significantly under-studied. This brief report aims to expand on previous literature by providing an overview of characteristics which may influence treatment outcome and specifying future directions to build on this preliminary evidence base. METHOD A subset of treatment modalities was identified from the National Clearinghouse on Autism Evidence and Practice Review Team's most recent report including discrete trial early intensive behaviorally based treatment, social skills training, and cognitive behavioral interventions. Within these treatment modalities, individual interventions with significant support were specifically discussed. Due to the lack of research on treatment moderators, a discussion of significant predictors of treatment outcome is also included. RESULTS Preliminary evidence suggests that overall, treatment intensity, duration, and parent involvement are the most consistently identified predictors (and in some studies, moderators) of treatment outcome; sessions which occur more frequently, continue for longer periods of time, and include parent training or coaching may yield the best outcomes. Other characteristics, including age and IQ, have been widely debated, with differing results found across treatment modalities. CONCLUSIONS The sparsity of research demonstrates a clear need for continued research on moderators to guide clinical judgment. Future studies that recruit larger samples targeting specific ASD symptoms at specific ages may be more adequately powered to detect these moderating effects.
Collapse
Affiliation(s)
- Laura Grofer Klinger
- Department of Psychiatry, TEACCH Autism Program, University of North Carolina at Chapel Hill
| | - Michal L Cook
- Department of Psychology and Neuroscience, University of North Carolina at Chapel Hill
| | - Katerina M Dudley
- Department of Psychology and Neuroscience, University of North Carolina at Chapel Hill
| |
Collapse
|
|
47
|
Perihan C, Bicer A, Bocanegra J. Assessment and Treatment of Anxiety in Children with Autism Spectrum Disorder in School Settings: A Systematic Review and Meta-Analysis. SCHOOL MENTAL HEALTH 2021; 14:153-164. [PMID: 34178161 PMCID: PMC8211940 DOI: 10.1007/s12310-021-09461-7] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 06/08/2021] [Indexed: 12/28/2022]
Abstract
Anxiety is the most common mental health problem that occurs with Autism Spectrum Disorder (ASD), and due to creating a more inclusive learning environment, children with ASD are placed in general education classrooms. Thus, addressing anxiety problems for children with ASD in school settings become critically important. This systematic review and meta-analysis investigated the current qualities of studies and the effects of school-based interventions for reducing anxiety in children with ASD. The study included six studies with a total of 165 participants. A random-effect meta-analysis yielded a moderate overall effect (g = - 0.58, 95% CI [- 0.96, - 0.20], z = - 3.01, p < .05) with no significant heterogeneity, Q (5) = 7.31, p = 0.20. Findings of the systematic review indicated that school-based interventions for anxiety problems are still in the early stages, and studies showed significant issues with adaptations of current clinical-based interventions and anxiety measurements to use in school settings for children with ASD. Interpretation of these findings and implications are discussed.
Collapse
Affiliation(s)
- Celal Perihan
- Department of Teaching and Education Studies, Idaho State University, 62 E Terry St, Room 108C, Pocatello, USA
| | - Ali Bicer
- School of Teacher Education, University of Wyoming, Wyoming Hall, Room 451, Laramie, WY 82071 USA
| | - Joel Bocanegra
- Department of School Psychology and Educational Leadership, Idaho State University, 62 E Terry St, Room 108A, Pocatello, USA
| |
Collapse
|
|
48
|
Apps to Teach Social Skills to Individuals with Autism Spectrum Disorder: A Review of the Embedded Behaviour Change Procedures. REVIEW JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 2021. [DOI: 10.1007/s40489-021-00271-w] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
AbstractSocial skill interventions have become increasingly popular in recent times, as well as the use of technology to deliver and aid interventions for the autism spectrum disorder (ASD) population. Little research exists on the use of apps to teach social skills to individuals with ASD, in particular the behaviour change procedures that exist within apps. The current review examines the behaviour change procedures that exist within apps according to the Behavior Analyst Certification Board Task List, 5th Edition. A total of 15 apps were included within this review. Results indicate that a variety of behaviour change procedures exist within apps. However, the quality of apps and the number of behaviour change procedures vary across app developers.
Collapse
|
|
49
|
McKeown CA, Luczynski KC, Lehardy RK. Evaluating the generality and social acceptability of early friendship skills. J Appl Behav Anal 2021; 54:1341-1368. [PMID: 34077558 DOI: 10.1002/jaba.842] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/01/2020] [Revised: 03/28/2021] [Accepted: 03/28/2021] [Indexed: 11/10/2022]
Abstract
The development of prosocial skills is considered pivotal to childhood development. The friendship unit of the Preschool Life Skills program teaches early prosocial skills likely to facilitate socially desirable behaviors in young children; however, the friendship unit is the most understudied unit and has produced modest, inconsistent outcomes across children. The current study aimed to evaluate procedures necessary to (a) teach friendship skills to 4 children, with and without developmental disabilities, in an applied context and (b) promote the use of these skills with a same-aged peer. Teaching 5 friendship skills in a 1-to-1 format with the addition of tangible reinforcement, if necessary, was efficacious at increasing the children's friendship skills with an adult. Additional tactics were necessary to promote prosociality with a peer. We discuss refinements to the teaching procedures and additional considerations to improve the social acceptability and durability of prosocial skills.
Collapse
|
|
50
|
Muris P, Ollendick TH. Selective Mutism and Its Relations to Social Anxiety Disorder and Autism Spectrum Disorder. Clin Child Fam Psychol Rev 2021; 24:294-325. [PMID: 33462750 PMCID: PMC8131304 DOI: 10.1007/s10567-020-00342-0] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/29/2020] [Indexed: 12/24/2022]
Abstract
In current classification systems, selective mutism (SM) is included in the broad anxiety disorders category. Indeed, there is abundant evidence showing that anxiety, and social anxiety in particular, is a prominent feature of SM. In this article, we point out that autism spectrum problems in addition to anxiety problems are sometimes also implicated in SM. To build our case, we summarize evidence showing that SM, social anxiety disorder (SAD), and autism spectrum disorder (ASD) are allied clinical conditions and share communalities in the realm of social difficulties. Following this, we address the role of a prototypical class of ASD symptoms, restricted and repetitive behaviors and interests (RRBIs), which are hypothesized to play a special role in the preservation and exacerbation of social difficulties. We then substantiate our point that SM is sometimes more than an anxiety disorder by addressing its special link with ASD in more detail. Finally, we close by noting that the possible involvement of ASD in SM has a number of consequences for clinical practice with regard to its classification, assessment, and treatment of children with SM and highlight a number of directions for future research.
Collapse
Affiliation(s)
- Peter Muris
- Department of Clinical Psychological Science, Faculty of Psychology and Neuroscience, Maastricht University, P.O. Box 616, 6200 MD, Maastricht, The Netherlands.
- Stellenbosch University, Stellenbosch, South Africa.
| | - Thomas H Ollendick
- Virginia Polytechnic Institute and State University, Blacksburg, USA
- Roehampton University, London, England
| |
Collapse
|