Search

This systematic review describes a set of practices that have evidence of positive effects with autistic children and youth. This is the third iteration of a review of the intervention literature (Odom et al. in J Autism Dev Disorders 40(4):425-436, 2010a; Prevent School Fail 54(4):275-282, 2010b; Wong et al. in https://autismpdc.fpg.unc.edu/sites/autismpdc.fpg.unc.edu/fles /imce/documents/2014-EBP-Report.pdf; J Autism Dev Disorders 45(7):1951-1966, 2015), extending coverage to articles published between 1990 and 2017. A search initially yielded 31,779 articles, and the subsequent screening and evaluation process found 567 studies to include. Combined with the previous review, 972 articles were synthesized, from which the authors found 28 focused intervention practices that met the criteria for evidence-based practice (EBP). Former EBPs were recategorized and some manualized interventions were distinguished as meeting EBP criteria. The authors discuss implications for current practices and future research. [This article was published in "Journal of Autism and Developmental Disorders" (EJ1312752).]

Students with autism spectrum disorder (ASD) often exhibit challenges with reading development. Evidence-based interventions and specialized approaches to reading instruction are currently being implemented across educational contexts for learners with ASD (Machalicek et al., 2008), yet there is limited understanding of how core ASD features may impact effective delivery of instruction and student participation. We begin to address this need by evaluating the reciprocity between instructional talk and student participation within a reading intervention utilizing a scripted language approach that was being piloted on students with ASD. Method: This study used archival video-recorded observations from the beginning of a reading intervention to examine the interactions between 20 students (18 boys, two girls) with ASD (7-11 years old, M = 9.10, SD = 1.74) and their interventionists (n = 7). Lag sequential analysis was used to examine the frequency of student initiations and responses following the interventionists' use of responsive, open-ended, closed-ended, and directive language. Results: Findings describe the types of and illustrate the variability in interactions between students and their interventionists, as well as highlight language categories that are linked to student participation. Conclusions: These data provide a snapshot of the nature and quality of interactions between students with ASD and their interventionists. Findings suggest that delivery of instruction, including the language that interventionists use, may be an important area of focus when evaluating the effectiveness of reading-based practices across educational settings for learners with ASD, even within the confines of highly structured interventions.

The growing offering of study abroad programs across university campuses seemingly disregards the large numbers of students with disabilities accessing higher education. Given that study abroad experiences are becoming expected and, in many institutions, mandatory requirements towards graduation, it is imperative that accommodations, as well as course design, for disabilities, be addressed. Furthermore, the promotion of study abroad programs as a means to develop some sort of "cultural literacy" demands attention to the cultural processes surrounding perceptions of and responses to disability, which are, above all, culturally specific. Through two case studies in Cuenca, Ecuador, we address some of the challenges and opportunities associated with the participation of two high functioning ASD students in the study abroad experience.

There is very little research about autism spectrum disorder (ASD) in Jordan, and no specific programs to help support these children. In addition, teachers are not equipped with the skills and knowledge needed to work with children with autism in school, so many parents send their children to a private center to get more support. The little research available indicates a lack of qualified teachers and equipment, which negatively affects children. However, many studies have shown that outcomes for children with ASD improve when teachers are provided with specific training that meet children's needs (Browder, Trela, & Jimenez, 2007; Dib & Sturmey, 2007; Jordan, 2003). This study examined the effect of specific training on autism spectrum disorders for practicum students in special education. Based on the hypothesis that educators and school leaders would benefit from specific training and coursework on ASD, this quantitative study obtained data from 45 practicum students who participated in four months of training on different teaching methods and skills specific for children with ASD. The results of this study suggest that the training had a positive impact on the students' views about ASD.

Autism Spectrum Disorder (ASD) was for many years considered to be one of five pervasive developmental disorders (PDD) as defined in the 4th edition of the Diagnostic Statistical Manual of Mental Disorders (DSM-IV-TR) published by the American Psychiatric Association (APA, 2000). These disorders included Autism, Rett Syndrome, Childhood Disintegrative Disorder, PDD-NOS (not otherwise specified), and Asperger's syndrome. The 2013, fifth revision of the manual (DSM-5) presented a modification in the diagnosis for Autism Spectrum Disorder. It is now being diagnosed as an inclusive disorder of a range of symptoms or autism related symptoms from mild to severe (APA, 2013). It has dropped four of the previous diagnoses and is now only one encompassing disability called Autism Spectrum Disorder. Using the new DSM-5 diagnostic criteria some students who were previously diagnosed as having Asperger's Syndrome do not fit the new Autism Spectrum Disorder criteria. These students might now be diagnosed with Social Communication Disorder (SCD). This diagnosis meets the symptoms presented by these individuals more appropriately. SCD describes the social difficulties and pragmatic language differences that impact comprehension, production, and awareness in conversation that are not caused by delayed cognition or other language delays.

This article provides a systematic review of the literature related to college transition programs for students with autism. It addresses how individual programs themselves, as well as associated research, can be enhanced to accommodate the needs, identities, and pathways of individual students with autism more effectively. Methods entailed searching three education databases to yield peer-reviewed journal articles on college autism transition programs. The analysis revealed an emphasis on students' social skills and self-advocacy skills, often with a peer mentorship component, and a deficiency of literature in attending to these students' career objectives, trajectories into college, and multifaceted backgrounds. Implications for practice include offering early exposure to college, redesigning programs to include more awareness of students' other identities, embedding more content on career development, and accounting for community college students' and transfer students' unique pathways.

Second language acquisition for learners with Asperger Syndrome (AS) and other forms of Autism Spectrum Disorder (ASD) is a vastly under-researched field, yet language facilitators have these students in their classrooms every day. Nevertheless, educators do not have the correct training and information to help learners achieve their language goals. This case study provides insight into how to create more inclusive classrooms for students with high functioning autism and Asperger Syndrome. It provides research on second language acquisition with learners on the autism spectrum and reveals the importance of inclusivity in language learning classrooms. The case study follows a University undergraduate student in his English for Specific Purposes courses for two-years at the University of Costa Rica. The case study provides insights and recommendations for language teachers to help ASD students acquire a second language.

We measured the fundamental financial knowledge and the level of using basic financial offers by persons with Asperger syndrome. It was pilot study. The method of diagnostic survey was used. The questionnaire used in the study was authorship, developed on the basis of S&P Global FinLit Survey, conducted by World Bank Development Research Group and GFLEC. The purposive sampling was used for this aim. 32 persons aged 16-22 with Asperger syndrome took part in the study. The results show that respondents are able to use theoretical knowledge acquired in the process of education and know the mechanism of simple and compound interest. Unfortunately, they have a significantly lower level of knowledge than an average citizen in the field of less standard issues, and reveal problems in practical use of the mentioned knowledge. It is recommended to expand the financial education and introduction of special programs for persons with communication disorders.

A twice-exceptional student who is gifted but also has an additional exceptionality challenges teachers and educators to deliver the best teaching strategies. This paper reviews the current learning strategies, interventions and practices that specifically focused on twice-exceptional students. Research articles were obtained on online database of published articles. The scope is focused on intervention practices or instructions in the behavioral, developmental, emotional, or educational areas. By making a systematic review, this article summarizes 44 research studies on twice-exceptionality interventions between 2000 and 2018, regardless of the areas of disability. The findings are categorized into five main themes, preceded by the most used in studies which is academic or learning strategy, followed by support, strength or talent-based, art or music, and technology. An effective intervention must be tailored to their strengths and potentials as well as providing remediation and support for their social and emotional needs. This study is vital and meaningful for educators and parents to provide these twice-exceptional students the best intervention that suits their own strengths and needs.

The article examines issues related to identification of children with autism spectrum disorders (ASDs). The focus is on the Diagnostic Criteria in DSM-5 diagnostic features, associated features supporting diagnosis, and prevalence are discussed.

The article examines issues related to identification of children with autism spectrum disorders (ASDs). The focus is on the Diagnostic Criteria in DSM-5 diagnostic features, associated features supporting diagnosis, and prevalence are discussed.

Functional communication training, an intervention for challenging behavior rooted in principles of applied behavior analysis, has copious empirical support dating back to the mid-1980s for autistic individuals. Recently, there has been a concerted effort to thin reinforcement delivery during functional communication training using contingency-based delays that, in turn, are designed to enhance practicality and feasibility while not compromising on efficacy. In this synthesis, we meta-analyzed the literature using log response ratio effect sizes to investigate (a) combined and across type effectiveness of contingency-based delays and (b) moderating variables that might impact intervention outcomes. Findings showed that contingency-based delays were effective for autistic individuals (log response ratio = -2.17; 95% CI = (-2.76, -1.58)) and most effective when the contingency incorporated positive reinforcement (log response ratio = -2.30; 95% CI = (-2.83, -1.78)). In addition, delay procedures that included differential reinforcement of alternative behavior were overall more effective (log response ratio = -2.13; 95% CI = (-2.72, -1.55)) than those that involved differential reinforcement of other behavior (log response ratio = -1.24; 95% CI = (-3.84, 1.37)). Noteworthy moderating variables found to impact contingency-based delay efficacy included the intervention dosage and the topography of behavior. We discuss these findings and highlight directions where additional empirical research is warranted to improve our understanding about contingency-based delays for autistic individuals.

This study tested the feasibility and preliminary efficacy of a six-session online class on healthy relationships for autistic individuals ages 18-44 years old (N = 55). The content of the Healthy Relationships on the Autism Spectrum class was informed by formative research with 25 autistic individuals, and developed collaboratively by two non-autistic professionals and seven autistic self-advocates. Fifty-five autistic people participated in Healthy Relationships on the Autism Spectrum and completed pre- and post-surveys. The study found that it was feasible to deliver Healthy Relationships on the Autism Spectrum online. Pairing an autistic and non-autistic person to co-teach was well-received. Participants decreased hostile automatic thoughts (p < 0.05), involvement in dating abuse in intimate relationships (p < 0.05), fight-or-flight response (p < 0.05), and rejection sensitivity (p < 0.001). Participants experienced improved flourishing (p < 0.001), coping with rejection and jealousy (p < 0.001), motivation to engage with others for socializing (p < 0.05), self-compassion (p < 0.05), and positive thinking (p < 0.05). Scores on a measure of interpersonal competence did not change, and loneliness did not decrease. The majority of participants reported high satisfaction with the class. Healthy Relationships on the Autism Spectrum is a promising healthy relationships promotion class that should be evaluated through a randomized controlled trial.

This study explored youth with Autism Spectrum Disorder (ASD) learning social competence in the context of innovative 3D virtual learning environment and the effects of gaming as a central element of the learning experience. The empirical study retrospectively compared the social interactions of 11 adolescents with ASD in game-and nongame-based 3D collaborative learning activities in the same social competence training curriculum. We employed a learning analytics approach - association rule mining to uncover the associative rules of verbal social interaction and nonverbal social interaction contributors from the large dataset of the coded social behaviors. By comparing the rules across the game and nongame activities, we found a significant difference in youth with ASD's social performance. The results of the group comparison study indicated that the co-occurrence of verbal and nonverbal behaviors is much stronger in the game-based learning activities. The game activities also yielded more diverse social interaction behavior patterns. On the other hand, in the nongame activities, students' social interaction behavior patterns are much more limited. Furthermore, the impact of game design principles on learning is then discussed in this paper.

School participation and connectedness have significant implications for student outcomes while at school and in later life. The need to develop evidence-based interventions to proactively support students with autism spectrum disorder (ASD) is imperative. A two-round Delphi technique was used to gain expert consensus to inform the development of a school-based intervention to improve the school participation and connectedness of elementary students with ASD. Seventy-six expert clinicians, educators, and researchers completed Round 1 and 65 completed Round 2. Consensus was achieved on the application of a conceptual framework of participation in Round 1, which informed the theoretical rationale of the intervention. Consensus on the importance of proposed classroom modules and the feasibility of proposed intervention techniques was achieved in Round 2. The process of gaining expert perspectives to develop an evidence-based intervention provides greater confidence that the intervention will be effective in achieving meaningful outcomes for students with ASD.

Autism spectrum disorders (ASD) are associated with high services use, but European data on costs are scarce. Utilisation and annual costs of 385 individuals with ASD (aged 4-67 years; 18.2% females; 37.4% IQ < 85) from German outpatient clinics were assessed. Average annual costs per person were 3287 EUR, with psychiatric inpatient care (19.8%), pharmacotherapy (11.1%), and occupational therapy (11.1%) being the largest cost components. Females incurred higher costs than males (4864 EUR vs. 2936 EUR). In a regression model, female sex (Cost Ratio: 1.65), lower IQ (1.90), and Asperger syndrome (1.54) were associated with higher costs. In conclusion, ASD-related health costs are comparable to those of schizophrenia, thus underlining its public health relevance. Higher costs in females demand further research.

The educational inclusion of children with Autism Spectrum Disorder (ASD) can be challenging, due to behavioural issues. Scant research has been conducted to investigate behavioural interventions for students with ASD in the Chinese context. Since special education in China varies greatly from that in western countries such as Australia, particularly in the area of the effective application of evidence-based practices, this must be a priority for researchers and teachers alike. The current study employed a literature review to identify effective practices to support the acquisition of appropriate behaviours of children with autism in different educational environments and contexts. These findings were then used in combination with an analysis of international, Australian, and Chinese policies to make suggestions and recommendations for special education reform in China. Results suggest that antecedent interventions, Functional Behaviour Assessment (FBA), social stories, and teaching self-management are the four most effective practices to decrease the challenging behaviours of students with ASD. Suggestions for further research and policy reform are provided.

Epidemiological studies, which can have inherent methodological limitations, are used to study the relation between endocrine disrupting chemicals and autism spectrum disorder. The objective is to systematically review the treatment of methodological limitations and assess the quality and strength of the findings in the available literature. The quality and strength of the evidence were evaluated using the Navigation Guide Systematic Review Methodology. The overall quality and strength of the available studies were "moderate" and "limited," respectively. Risk of bias due to the methodological limitations regarding the exclusion of potential confounding factors and the lack of accuracy of exposure assessment methods were the most prevalent and were also considered to arrive at these results. The omnipresence of endocrine disrupting chemicals, their persistence and bioaccumulation, and the biological plausibility of the association between prenatal exposure to these and later development of autism spectrum disorder highlight the need to carry out well-designed epidemiological studies that overcome the methodological limitations observed in the currently available literature in order to be able to inform public policy to prevent exposure to these potentially harmful chemicals.

Prior research suggests that autistic adults are at increased risk for developing the core motor components of Parkinson's disease (i.e. parkinsonism) although knowledge is limited to date. Therefore, we explore: (1) the prevalence of both continuous self-reported motor features typical of parkinsonism and the screen positivity rate for parkinsonism in two samples of older autistic adults without a suspected intellectual disability: the Netherlands-Sample (N = 296, 50-81 years; 183 males; 113 females) and the United States of America-Sample (N = 209, 50-83 years; 100 males; 109 females), and (2) whether there are differences between those who Screen+ versus Screen- for parkinsonism. Within the Netherlands-Sample only, the age of onset of the motor features was investigated. Self-reported parkinsonism features were prevalent in both samples (the Netherlands-Sample [approximately] 17% screened positive, mean age of onset ranging from 35.9 to 50.4 years; the United States of America-Sample [approximately] 33% screened positive). Autistic adults (the Netherlands-Sample) screening positive encountered more health problems than those who screened negative. In both samples, autistic adults who screened positive did not differ on current antipsychotic medication use relative to those who screened negative. The next step is to determine whether a positive screen for parkinsonism on this self-report questionnaire also implies that there is a higher risk for idiopathic Parkinson's disease.

Higher education literature advises that college students who have autism spectrum disorders overwhelmingly attend community colleges. However the persistence and retention of college students who have autism spectrum disorders is not well documented. Absent among the existing literature are first-person narratives of college students who have autism. This phenomenological study explored the experiences of college students who have autism spectrum disorders, focusing on the social experiences that impact college persistence and retention. The following research questions guided the study: What are the social experiences of college students who have autism? What role(s) do various social experiences play in the persistence and retention of college students who have autism? This study explores implications for community colleges in concert with institutional responsibility for its diverse body of scholars.

The article presents the first years of the autism and the way it was viewed since the autistic features were first observed until 75 years ago when Leo Kanner coined the term "autism". It took 36 years to Kanner's "infantile autism" to be formally recognized by the American Psychiatric Association in the third edition of the Diagnostic and Statistical Manual (APA, 1980). Fifty years after Hans Asperger published his four cases of "autistic psychopaths", whose traits were described as early as 1938 in his postdoctoral thesis, APA introduced the Asperger syndrome in the fourth edition of DSM(1994). However, two decades before Kanner and Asperger, a Russian psychiatrist, Grunia Sukhareva, reported six cases of "schizoid psychopathy" in children and used the term autistic to describe their "tendency towards solitude and avoidance of other people" (Wolff, 1996, p. 129). We bring together three recent extensive accounts on autism history and try to establish who was the first to observe, describe, and label the autistic traits as a separate clinical picture from childhood schizophrenia.

As a result of increase of the Autism Spectrum Disorder (ASD) prevalence, teachers are experiencing real difficulties such as, the curriculum, social, emotional, and behavioural development of these students. The main purpose of this paper is to analyse how the effectiveness and quality of educational and therapeutic practice in ASD are influenced by research in the field, by identifying those interventions and effective, scientifically validated treatments for students with ASD. Initially, we will present the current conceptualization of ASD, the review of scientific literature, analysis of research studies, identification and analysis of practices. We want to find out what is the link between educational practices and studies that provide empirical support for those practices. A range of effective scientifically validated interventions and treatments for children with ASD, evidence-based practices (EBPs), school-based instructional interventions research, research-based principles and practices are presented.

Pacific Alliance project staff developed an internship program for postsecondary students with disabilities (SWD) in the science, technology, engineering, and mathematics (STEM) pipeline. The aim of the internship was to improve students' persistence in postsecondary education by improving their motivation, self-confidence, social and communication skills, and organizational and time management skills. In this practice brief, the authors describe the Pacific Alliance project housed at the Center on Disability Studies at the University of Hawaii at Manoa, its internship program, and the experiences of three interns as examples of successful outcomes of the Pacific Alliance internship program. The authors conclude with a discussion on the importance of one-on-one coaching and support beyond academics for SWD to succeed in the STEM pipeline.

We set out herein to understand executive functioning for learners with autism. We focus on learners with high functioning autism (HFA) and explore a common goal for an Autistic Spectrum Disordered (ASD) population is to increase independence, thus enabling access to experiences and opportunities similar to neuro-typical individuals. We suggest in a somewhat counterintuitive manner, educators may be preventing this development by being overly supportive. This can inhibit ASD learners by denying tools and opportunities to enable themselves. Executive functioning (EF) skills can be taken for granted by neuro-typical learners but are essential skills that need to be explicitly taught to those on the autism spectrum. Herein we support educators and understand the deficits that learners with high functioning ASD experience with EF skills and encourage all to set goals and design programming for students.

Naturalistic developmental behavioural interventions are promising approaches for young children with, or suspected of having, autism spectrum disorder. Joint attention, symbolic play, engagement and regulation intervention (JASPER) is a well-researched naturalistic developmental behavioural intervention but, to date, no reviews have specifically evaluated its effects. This systematic literature review examined the effects of JASPER intervention and its components on child, parent and educator outcomes. Of the 96 articles screened, 19 were eligible for inclusion in the review. Most studies found that children who received JASPER intervention showed significantly greater improvements in at least one outcome related to child joint attention, joint engagement, play skills and language skills compared to the comparison group. Implementation outcomes for parents and educators were generally positive. There were no consistent predictors or mediators of treatment effects. None of the studies met all of the quality indicators outlined by the Council of Exceptional Children, and the majority of outcome measures were classified as proximal. Overall, JASPER intervention appears promising in improving child outcomes directly targeted during treatment. More research is needed to determine whether it is also effective in improving a wider range of outcomes for children with autism spectrum disorder.

Assessing parenting stress in parents of children with autism has crucial clinical implications because increased parental stress is associated with psychological disorders and personal distress, which can result in worse child-parent relationships. We examined the psychometric properties of a new index for assessing parenting stressors--the Developmental Disorder Parenting Stressor Index and the temporal variability of parenting stressors using longitudinal data of 212 Japanese parents of children with autism aged 2-18 years. The findings indicated that the Developmental Disorder Parenting Stressor Index has appropriate cross-validity, structural validity, construct validity, and reliability. Moreover, the psychometric properties and the brevity of the Developmental Disorder Parenting Stressor Index increase the clinical utility of the scale. The implications of the findings of this study are discussed.

This study explored demographic and psychological predictors of alcohol use and misuse in a high-functioning, community sample of 237 autistic adults aged 18-75 (mean = 41.92 and standard deviation = 13.3) recruited in the United Kingdom. An online survey measured demographic information, autistic traits, depression, generalised anxiety, social anxiety, mental well-being, social camouflaging and alcohol use with the Alcohol Use Disorders Identification Test. The sample was divided into three groups (non-drinkers, non-hazardous drinkers and hazardous drinkers) and multinomial logistic regression models were used to investigate associations between alcohol use and demographic factors, autistic traits, mental health variables and social camouflaging. Our results demonstrated a U-shaped pattern among autistic adults, with non-drinkers and hazardous drinkers scoring significantly higher than non-hazardous drinkers on levels of autistic traits, depression, generalised anxiety and social anxiety. In multivariate analysis, autistic non-drinkers were less likely to be male (odds ratio = 0.44; 95% confidence interval = 0.22-0.87) and had more autistic traits (odds ratio = 2.50; 95% confidence interval = 1.19-5.28). Gender and level of autistic traits may be the most significant factors in predicting alcohol use in the autistic community.

Thunberg's increased media attention coupled with her diagnosis--Asperger Syndrome (AS)--may foster help-seeking behaviors among those with similar psychiatric disorders. Using Google Trends data, we compared values of AS from the week of the UN Climate Summit through the end of the year compared to an ARIMA model predicting search interest had Thunberg not been in the media. The search trend for AS at peak was 254.07% higher than predicted and was on average 10.61 points above the projected model during this time. As the primary goal of AS intervention focuses on improving quality of life and preventing common comorbidities such as depression and anxiety, capitalizing on increased public interest in AS and help-seeking behaviors is imperative.

Individuals with Autistic Spectrum Disorder (ASD) present learning difficulties and limited performance of social skills, besides lower motor skills performance in comparison with their peers. Owing to these difficulties, most of children with ASD are at risk of social exclusion or a poor inclusion due to their behavior, mainly playing with other partners, understanding play and leisure as a main performance area for children and their main occupation during childhood (defining occupation from occupational therapy point of view). Therefore, learning rules of a well-known game such as football, together with social skills training can help avoid exclusion and improve social life of people with ASD. Two of the main objectives pursued by this study are: first, to favor football practice among children with different abilities, as well as their future inclusion in the rest of social sports schools performing the activities at the same level as their peers; and, secondly, to facilitate comprehensive development for young people in order to improve their quality of life, moreover, the creation of healthy and sporting habits. It is now presented a pilot project (n = 5) in which the actions carried out during the training program are analyzed along with the results achieved after 24 one-hour-session. In general terms, the results obtained are positive with the best scores in psychomotor and social skills at the end of the programs, being conscious of this study's limitations.

The authors examined 85 cases decided in 2013 where the facts centered on violations of the Individuals with Disabilities Education Act (IDEA) and the provision of a Free Appropriate Public Education (FAPE) for students with autism spectrum disorder (ASD). Trends in prevailing party by geographic location, court circuit, gender, and other specifics (including transition and changes in evaluation criteria) are explored and compared to earlier research. Suggestions for educators who provide services for students with ASD are provided as well as free evidence-based resources for professional development.

Students with autism spectrum disorder (ASD) are attending postsecondary programs at unprecedented rates. Transitions are especially challenging for students with ASD, yet little is known about critical transitions during the college experience. Using the College Adjustment Program Evaluation Scales (CAPES), we examined student and parent perspectives across five dimensions: Student Life, Emotional Adjustment, Independent Living Skills, Interpersonal Relationships, and Self-Advocacy. Sixteen participants--eight students and eight parents, completed the CAPES at the end of fall semester of year one and the end of spring semester year two. Student and parent CAPES ratings were uniformly positive with some differences. We found large effect sizes across dimensions and significant differences in Student Life, Independent Living, and Interpersonal Relationships with parent ratings higher than student ratings. An item analysis revealed specific challenges and skills salient to the results. Implications for supports for students with ASD, higher education practices, and transition research are discussed.

Social communication difficulties are part of the core difficulties experienced by individuals with autism. Speech-language pathologists provide intervention and supports for these difficulties. Little is known about the own experiences and views of adults with autism about these services. Using semi-structured ethnographic interviewing, perspectives of eight adults (six currently attending college) with autism on social communication intervention were investigated. Participants articulated strengths and weaknesses in social communication, offering frank views of interventions received. Five themes regarding social communication intervention emerged: belief that intervention was ineffective and unnecessary; preference for one-on-one intervention; need for more real-world practice; friend and peer challenges and successes; and desire for more neurotypical understanding. Participants additionally offered general views on social functioning as well as advice for communication partners and other people with autism. In designing interventions for social communication impairments, the experiences and beliefs of those receiving the interventions should be a central element.

Children with autism spectrum disorder have a high risk of vision problems yet little is known about their vision care. This cross-sectional survey study, therefore, examined vision care among 351 children with autism spectrum disorder ages 6-17 years in the United States or Canada who were enrolled in the Autism Treatment Network Registry. Vision care variables were vision tested with pictures, shapes, or letters in the past 2 years; vision tested by an eye care practitioner (e.g. ophthalmologist, optometrist) in the past 2 years; prescribed corrective eyeglasses; and wore eyeglasses as recommended. Covariates included sociodemographic, child functioning, and family functioning variables. Multivariable models were fit for each vision care variable. Though 78% of children with autism spectrum disorder had their vision tested, only 57% had an eye care practitioner test their vision in the past 2 years. Among the 30% of children with autism spectrum disorder prescribed corrective eyeglasses, 78% wore their eyeglasses as recommended. Multivariable analysis results demonstrated statistically significant differences in vision care among children with autism spectrum disorder by parent education, household income, communication abilities, intellectual functioning, and caregiver strain. Overall, study results suggest many school-aged children with autism spectrum disorder do not receive recommended vision care and highlight potentially modifiable disparities in vision care.

The purpose of this literature review was to analyze and synthesize the most current research about the experiences of young adults with autism spectrum disorder (ASD) without co-occurring intellectual disability (ID). Based on the inclusion and exclusion criteria, 10 empirical research studies from 2009-2019 were selected for review including quantitative, qualitative, and mixed methods studies. The research questions for this review involved identifying themes regarding the academic, non-academic and gendered experiences of young adults with ASD without ID. After analysis and synthesis, 12 subthemes emerged. The results indicate that the transition from high school, mental health, and misdiagnosis are some of the factors that contribute to this population's ability for success, among others discussed in the review. The findings of this review indicate that these individuals can often be overlooked as being someone in need of intervention because of their perceived academic success; however, they still require supports in other domains in order to ensure a higher quality of life.

Parent-mediated interventions (PMIs) are commonly used with children with autism spectrum disorder (ASD), and their effectiveness for young children has been documented. However, no reviews have examined the use of PMIs with older children with ASD. Therefore, the purpose of this review is to investigate the state of the literature regarding PMIs for school-age children with ASD and to evaluate their effectiveness across domains. Eighteen studies of PMIs examining 170 child participants with ASD were included. Participants, interventions, and the effects of the interventions are described. Overall, studies demonstrated moderately positive effects for PMIs for school-age children with ASD. Group design studies demonstrated an overall effect size (ES) of 0.79, 95% confidence interval (CI) = [0.50, 1.09], while single-case design (SCD) studies yielded an overall ES of 1.84, 95% CI = [1.08, 2.60]. More research is needed to understand the differential effectiveness of parent training components, and future research should focus on including measures of parent treatment integrity, to aid in the understanding of program efficacy.

Previous research has shown elevated levels of depressive symptoms in typically developing siblings of children with autism spectrum disorders. The current study investigates for associations between the depressive symptoms of school-aged typically developing siblings of children with autism and parental mental health, perceived social support as well as demographic factors. Eighty-five Greek typically developing siblings of autistic children and their parents provided information concerning children's depressive symptoms (assessed with the Children's Depression Inventory), demographics, parent mental health status (assessed with the General Health Questionnaire-28), and perceived social support (assessed with the Multidimensional Scale of Perceived Social Support). Typically developing siblings showed higher levels of depressive symptoms compared to normative data. The hierarchical multiple regressions performed showed that typically developing siblings' depressive symptoms were significantly associated with parental anxiety and perceived social support from the family. Of note, parental anxiety remained associated with typically developing siblings' depressive symptoms independent of perceived social support. These findings demonstrate a direct link between typically developing siblings' psychopathological symptoms and those of their parents and highlight the need for family-centered interventions, not limited to providing social support.

Being in a caregiver role for a child with autism spectrum disorder (ASD) brings a unique set of stressors and challenges to the entire family unit. This study examined a model hypothesizing that (a) parenting stress and the parenting style used by the parents of a child with ASD are correlated; (b) ASD severity, parenting stress, and parenting style uniquely explain the variance in the presentation of internalizing and externalizing symptoms among children with ASD; and (c) parenting style moderates the association between ASD severity and the presentation of internalizing and externalizing behaviors after controlling for specific demographic variables. A group of online participants were recruited through personal contacts, social media, and Amazon's Mechanical Turk. The group of subjects, made up of 70 primary caregivers of children ages 3 to 18 years diagnosed with ASD, completed a self-report measure. Statistical analyses revealed that ASD severity and parenting style contributed to externalizing behaviors but did not have a significant impact on internalizing behaviors. Parenting stress was the primary predictor of both internalizing and externalizing child behaviors. Parenting style was not related to the stress level of parents of children with ASD and was not found to moderate the relationship between ASD severity and internalizing and externalizing behaviors. Implications for future research and clinical practice are discussed, highlighting the importance of reducing parenting stress and providing parent training to promote positive parenting styles for children with ASD.

The goal of this research project was to assess the effects of an intervention programme based on theatrical improvisation in three different groups of Asperger Syndrome adolescents. It was organised around 2 single individual case studies and one small group, which included 11 participants. Study 1: a 14-year-old female adolescent of high sociocultural level within a mainstreamed high-school group. Study 2: a 12-year-old male adolescent of low sociocultural level within a mainstreamed high-school group. Study 3: 9 adolescents, 14-19 years old, enrolled in an Asperger and Autism Association. Three different intervention programmes were implemented. All of them based on theatrical improvisation and focused on spontaneity and imagination. Open-ended questions, diaries and semi-structured interviews were used to assess the programmes' impact. Analyses of the data produced four major themes of balanced importance and several sub-themes: "expression" ("express oneself," "overcoming external judgement"), "creativity" ("spontaneity," "imagination"), "benefits" ("taking risks," "de-stressing," "motivation," "self-esteem"), and "socialisation" ("being accepted," "knowing the other participants," "being part of the group"). These findings indicated that theatrical improvisation can produce positive effects in Asperger Syndrome Adolescents.

Autism spectrum disorder (ASD) is a heterogeneous neurodevelopmental disorder whose symptoms may involve deficits across three domains: communication, socialization and atypical behaviors or interests. With a high prevalence across populations and a tendency to impact males more than females, early and accurate diagnosis appears critical. The most current literature on ASD provides a myriad of difficulties associated with diagnosis under the age of 3 years. The purpose of this study was to determine if a predictive relationship exists between a child's individual developmental domain standard deviation (SD) subscale scores (motor, language, cognitive, social-emotional and adaptive skills) on the Bayley-III assessment instrument and whether a diagnosis of ASD was applied. A retrospective file review of 151 children participating in Kentucky's early intervention program -- First Steps -- was completed. The children ranged in age from 18 to 35 months. Individual binary logistic regressions were used to assess the association between the Bayley-III subscale scores and whether or not an ASD diagnosis was applied following multidisciplinary evaluation. The results indicated that individual lower subscale scores in the cognitive, language, adaptive, and social-emotional domains on the Bayley-III were predictive of an autism diagnosis.

Despite the steps taken to improve support in universities, many students and graduates with autism face a substantial employment gap when completing university as compared to any other student group with disabilities. The literature shows that often students with autism do not have appropriate support to prepare them for entering the workforce. Therefore, it is imperative that this under-researched topic be studied. Utilising a participatory approach, in this article, we sought to investigate perceptions of students and graduates with autism about the employment support they received when preparing for university-to-work transition. The study involved semi-structured interviews with 30 university students and graduates with autism from Finland, France, the Netherlands, and the UK. Data were analysed using an inductive content analysis approach. Findings indicate that organisational enablers consisting of career-focused support and internships and practicums facilitated preparation for employment. Supportive and caring relationships emerged as forms of support that included mentors, committed and caring academics, and family members. Further, the findings indicated the aspiration for individualisation that consists of improving work and academic support, and awareness and understanding. These findings have also important practical implications.

Background/Objective: Researchers have traditionally reported that individuals with Down syndrome possess a strength in their social development, yet the opposite occurs with Asperger's syndrome. Based on this premise, we sought to assess effectiveness of the social skills training program. Method: Thirty adolescents aged 11 to 14 years with Down syndrome and Asperger's syndrome participated in the study. Results: Significant differences between both groups were detected in the posttreatment measures and a connection was found between adolescents' learning potential and the benefits gained. Conclusions: The training program is effective at improving the social skills under evaluation in adolescents with Down syndrome; however, this benefit is greater among adolescents with Asperger's syndrome.

This exploratory pilot study examined perspectives of family members of young adults with a diagnosis of Autism Spectrum Disorder regarding the experiences, and level of support their child or sibling received, throughout their years in general education, into early adulthood, and their perception as to the young person's overall current quality of life. Semi-structured interviews were conducted with four family members (mainly mothers) of autistic young adults and analysed thematically. Family members were selected to capture more accurately the nature and extent of supports in place in the general education system during the autistic person's childhood years. Where relevant, perceived challenges pertaining to third-level education were identified including social, residential, and academic supports. The lack of support with transitions from secondary to third-level education and into the workplace was highlighted. Barriers to employment included communication and social interaction difficulties alongside perceived employers' prejudice. The pilot findings highlight the need for support throughout the general education journey and a continuation of accessible support services beyond the age of eighteen for autistic individuals. The study will be extended to gain the perspective from the young person's point of view of services and supports in tertiary education and/or employment.

Purpose: This study aimed to examine the print knowledge of children with autism spectrum disorder (ASD) in comparison to children who have developmental language disorder (DLD) and typically developing (TD) children as well as examine the child and family predictors of print knowledge. Method: A total of 629 preschool children, including 33 children with ASD, 93 children with DLD, and 503 TD children, were the focus of the current study. Teachers completed direct assessments with the children in the fall and spring of the academic year on print knowledge using the Phonological Awareness Literacy Screener. Results: Analyses of covariance were used to compare the print knowledge skills (uppercase and lowercase letter identification, print and word awareness, name writing) in the fall and spring for each of the three groups. The groups were significantly different for the Print and Word Awareness and Name Writing subtests in both the fall and spring. A Tukey's honestly significant difference further indicated that, for these subtests, the children with ASD had significantly lower scores than both the children with DLD and TD children. When examining the child and family predictors of residualized gain in print knowledge for the children with ASD, the only significant predictor for any outcome was fall scores. When examining the predictors for the full sample, fall scores, age, ASD status, and mothers' education level were significant predictors of print and word awareness and name writing scores. Conclusions: None of the child and family characteristics seemed to be related to residualized gain in print knowledge for children with ASD. However, when examining predictors of residualized gain in print knowledge for the full sample, ASD status was related to lower scores for both print and word awareness and name writing.

Autistic children experience higher levels of anxiety than their peers. Making appropriate diagnoses of anxiety disorders and providing effective treatment for these children is particularly difficult. Inconsistent evidence suggests that levels of anxiety in autistic children are related to intellectual functioning. We provide the first meta-analysis of this evidence. A systematic search identified 49 papers for review. These papers included measures of anxiety and intelligence quotient in 18,430 autistic children. Studies employing correlations showed evidence of a significant relationship between intelligence quotient and anxiety in autistic children: children with higher intelligence quotient scored higher on measures of anxiety. Studies directly comparing groups of autistic children with and without intellectual disability also supported this conclusion. Most studies employing other designs also supported this finding. Employing a quality assessment framework identified common threats to validity. Many studies used measures of anxiety that were not validated across the samples they measure. This was most notable for those autistic children with an intellectual disability. It is vital that future research determines whether the identified relationship between intelligence quotient and anxiety reflects something important in the mechanism for anxiety in autistic children, or quantifies the lack of sensitivity of our measures of anxiety across different groups.

No reviews to date have summarized the views of parents on the functional challenges and/or strengths of their children with autism spectrum disorder. We set out to perform a scoping review aiming (a) to identify and collate global results to provide a broad description of parental perspective of functioning research and (b) to summarize these using the International Classification of Functioning Disability and Health--Child and Youth version framework. The International Classification of Functioning Disability and Health provides a language to describe the functional skills of an individual with a health condition in terms of their body structures, body functions, activities and participation, their environmental and personal factors. Given the influence that context has on functioning, and the potential impact of economic status on availability of resources, we were specifically interested to compare perspectives from high-income countries and low-/middle-income countries. Two researchers conducted a comprehensive search of English peer-reviewed studies published between 1990 and June 2016. Articles were accessed and summarized using thematic analysis. Meaningful phrases were extracted from key findings and linked to second-level International Classification of Functioning Disability and Health--Child and Youth categories following international linking rules. Thirty-three studies were identified of which only six originated from low/middle-income countries (n=6/33, 18%). Two studies compared perspectives from low-/middle-income countries and high-income countries (n=2/33, 6%). Functional themes from high-income countries included a range across the International Classification of Functioning Disability and Health--Child and Youth biopsychosocial framework while functional themes from low-/middle-income countries were predominantly focused on environmental factors. We propose further research should consider a systematic comparison of high-income and low/middle-income countries across functional categories to get a more accurate impression of the impact of context on functioning.

The early recognition of ASD in adults is challenging, in particular due to the lack of appropriate and robust diagnostic tools. We performed a psychometric validation and diagnostic accuracy study of the French version of the RAADS-R on a sample of 305 adults: 105 with ASD without ID, 99 with psychiatric disorders, and 103 non-psychiatric control groups. The French version of the RAADS-R demonstrates good reliability and diagnostic validity, suggesting that it can help clinicians during the diagnostic process in adults with ASD without ID. However, the finding that a two-factor structure better fits the results requires further validation. This study point out the need of further study of RAADS in psychiatric disorders group due to the relatively high false positive rate (55.6%) of ASD.

This study examined the perception of an ASD label compared to Asperger's syndrome or no diagnosis. Seventy-one undergraduates read an adapted vignette (Ohan et al. J Autism Dev Disord 45:3384-3389, 2015) about an undergraduate with ASD, Asperger's Syndrome, or No Diagnosis. Participants also completed questionnaires. More positive ratings emerged for the Asperger's and ASD labels than No Diagnosis in low contact scenarios, particularly when involving greater social versus professional interaction. In contrast, more positive ratings emerged for the Asperger's compared to the ASD and No Diagnosis on high contact items. Ratings between low and high contact items differed only for ASD. Results demonstrate the impact of diagnostic labels across social contexts and support the need for education surrounding changes in nosology.

The number of secondary-level students with high-functioning autism (HFA) served in public school settings has increased in recent years, and many of these students have difficulty with social-behavioral expectations in such settings. Instructional specialists must know which interventions have been shown to be effective, so they can make informed decisions about service delivery and instructional support (professional development) that maximize the potential for student success. The intent of the present meta-analysis was to examine the efficacy of social-behavioral interventions used with adolescent students with HFA served in public school settings. Thirteen studies employing single-case research designs published in peer-reviewed journals between 1987 and 2018 were found through an extensive literature search. The analyses indicated that specific social skill and behavioral interventions had high effect sizes and, likewise, improved outcomes for students with HFA. Implications for special education practice and future research are provided.