Review Journal of Autism and Developmental Disorders最新文献

School plays an important role in the development of a child. The impact of school absenteeism extends beyond academic achievement, affecting one's ability to participate in life successfully. In particular, children with difficulties in communication and interaction are at risk of developing school absences. This systematic review therefore focused on school absenteeism among children on the autism spectrum and examined the risk and influencing factors contributing to school absences. Eighteen studies were included, thirteen of which used a quantitative design, two of which were mixed-method studies, and three of which had a qualitative design. Different studies had varying definitions of school absenteeism and employed diverse study designs, prompting the need for a narrative synthesis. We evaluated the data regarding the factors of individual, parental, and school based on the KiTes bioecological systems framework for school attendance and absence by Melvin et al. (2019). We identified the majority of risks and influences in relation to the school factor and identified interacting factors contributing to school absenteeism in all factors. We recognised research gaps and provided guidance for further research.

Purpose

We explored the trends of telepractice interventions study that focused on supporting adults who ultimately support children with developmental disabilities.

Methods

We reviewed telepractice single-case intervention studies published in peer-reviewed journals in the past 10 years. We specifically focused on components of training and coaching adults who support children with developmental disabilities. We first reviewed the general characteristics of each experimental study, including the design rigor. Then we looked deeply into the format and structure of training and coaching and the characteristics of those approaches based on the adult learning theory (Trivette et al., Research Brief, 3(1), 1–33, 2009). Finally, we synthesized the reviewed information to explore the trends of supporting adults through telepractice.

Results

The results of this review aligned with the common understanding of training and coaching characteristics: instruction, practice, and feedback. However, the literature shows limited recommended components in both training and coaching.

Conclusion

The current review enhanced the telepractice literature for supporting adult learners with the gap that can be explored by future research. We believe the review also helps build a telepractice program structure for professionals planning to support adults who currently or will eventually work with children with developmental disabilities.

The aim of this review is to explore the relationship between adaptive behaviour (AB) and motor proficiency (MP). Despite AB being one of the core criteria for the diagnosis of intellectual disability, no review into the relationship between AB and MP exists. Of the 23 final studies, 19 supported a relationship between AB (composite score and/or practical, social or conceptual domains) and MP. Six studies included intellectual functioning variables, all highlighting the importance of considering both AB and intellectual functioning in relation to MP. Overall, there is evidence to support a relationship between AB and MP. More research is required of high methodological quality, in a variety of population samples and including intellectual functioning data.

This review systematically explores qualitative evidence of the lived experience of mothers’ parenting autistic women and girls. A SPIDER search strategy was conducted on five databases and in the grey literature. Backward, forward and relevant journal scanning was also carried out. Twenty-two qualitative or mixed-method studies were included and quality appraised using CASP, encompassing over 150 mothers. A thematic synthesis highlighted five super-ordinate themes; ‘The diagnosis process and getting support’, ‘Mother’s role as all consuming’, ‘Experiences of family wellbeing’, ‘Mother as an expert observer’ and ‘The hopes and fears of mothers’. The review highlights areas of motivation to socialise, masking and menstruation needs as key differences in the autistic female presentation from a mothers’ perspective. Implications for practice are discussed.

The purpose of this systematic review of literature was to synthesize research on instructional practices used to develop fraction concepts of autistic students and students with intellectual and developmental disability in elementary and secondary school grades. Fourteen articles, published between 2015 and 2023, met the inclusion criteria for this systematic review. Participants were represented from elementary through high school grades with the majority of them being in middle school grades. Majority of studies used either a type of video-based instruction or explicit instruction to teach fraction skills with both types of instruction resulting in effective learning outcomes among participants. The findings suggest the emerging evidence of effectiveness of instructional strategies to support the development of fraction concepts among students.

Research demonstrates children developing with delays evidence less elaborated play than children developing typically, but methodology for evaluating play is inconsistent. This scoping review reports clinical populations studied and categorical terms used categorizing object play, and compares these categories with a contemporary comprehensive analysis of children’s play. Thirty-four peer-reviewed articles were analyzed for characteristics, definitions, origins, and differentiation of play category descriptions, and comparison to the 21 categories identified in our study of children’s play from 8 to 60 months (Lifter et al., Acta Psychologica 224:103524, 2022). Findings indicated categories across studies tended to overlap with several of the 21 categories, suggesting widely used categories do not capture nuances in play development. Increased standardization and specificity in play assessment can improve interventions to benefit children developing with delays.

Genetic testing is recommended for all children diagnosed with autism spectrum disorder (ASD), yet available evidence suggests that not all receive appropriate genetic testing. We conducted a scoping review of factors that influence parent/caregiver uptake of genetic testing for their children with ASD. Overall, 37 articles met inclusion criteria. Themes included widespread lack of awareness of genetic testing recommendations but also varying interest in genetic testing once aware. Potential barriers included insurance and financial concerns, logistical challenges, and the lack of belief that genetics can cause ASD. Findings highlight the need to (a) better educate parents about practical benefits of genetic testing and causes of ASD and (b) increase insurance coverage and mitigate costs to improve uptake of genetic testing.

While previous studies have demonstrated significant eye problems in children with autism spectrum disorders (ASDs), refractive errors have not been extensively studied in the context of ASDs. We systematically reviewed twenty-eight articles to assess whether refractive errors are linked with ASDs, and to determine the prevalence of refractive errors in children with ASDs. We found no significant association between ASDs and myopia or hyperopia, but a significantly increased risk of astigmatism was observed in children with ASDs. Pooled results of single-arm studies revealed a 14.1% prevalence of myopia, a 9.8% prevalence of hyperopia, and a 16.5% prevalence of astigmatism in children with ASDs. Future studies should incorporate a prospective design with age-matched comparison groups.

Reading is an essential life skill that can lead to independence. However, many individuals with autism and/or intellectual disabilities find this skill difficult to acquire. Computer-assisted instruction (CAI) is one approach that combines recommended reading elements (e.g., phonics, fluency, and comprehension) with evidence-based teaching strategies to support the development of reading skills. The first aim of this systematic review (PROSPERO: CRD42021253686) was to identify CAI reading programs and their effectiveness for individuals with autism and/or intellectual disability. A second aim was to evaluate the views and experiences of those with autism and/or intellectual disability, their teachers, and other stakeholders about CAI reading programs. Electronic searches of 7 databases identified a total of 3539 records for review, with 262 full-text articles evaluated, and 47 papers included in the review for data extraction and quality appraisal. The review identified both single-component and multicomponent CAI reading programs that were commercially available interventions (e.g., Headsprout^©, ABRACADABRA) and bespoke interventions (e.g., personalized e-books). Thirty-four of the 47 studies reported positive outcomes in terms of effectiveness. However, the quality of these studies was often poor, and the description of the interventions was often limited (e.g., rationale for the intervention, who delivered it and how), leading to concerns about the rigor of the evidence base. Stakeholders’ views and experiences were reported in half of the evaluated studies. CAI reading programs were reported as enjoyable and easy to use. They were considered effective by the stakeholders. Further research is needed to develop and explore the effectiveness of CAI reading interventions using rigorous study designs, so that individuals with autism and/or intellectual disability can be provided with access to a wider range of evidence-based reading programs.

Studies have reported high prevalence rates of sleep problems in Angelman Syndrome (AS), relating to abnormal sleep–wake cycles and reduced sleep duration. This systematic review aimed to characterise sleep problems in AS, investigate how they are assessed and identify the treatments/interventions prescribed. A systematic search of PsycINFO, PubMed and Psychology & Behavioral Sciences Collection was conducted using pre-determined search terms. Relevant studies published between 2016 and mid-2020 were included to expand on earlier reviews. Seven articles quantifying sleep problems, assessment and treatment/intervention in children and adults with AS were reviewed (N = 266). Findings demonstrated reduced total sleep duration (M = 538 min), longer night-awakenings (M = 67 min) and reduced sleep efficiency (78%) in AS compared with typically developing peers. Medication was highly prescribed historically/currently (n = 176, 66.2%). This review highlights the clinically significant presence of sleep problems with the majority of individuals requiring medical intervention. Decreased sleep duration, sleep efficiency and increased night-awakenings represent the most significant sleep problems across studies. Findings suggest sleep problems begin in infancy but improve in adulthood. This finding should be considered with caution as only two studies included an adult sample. Priorities for future research should focus on longitudinal studies to determine whether sleep problems improve with age in AS.