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Pub Date: |
2012-00-00 |
Pub Type(s): |
Information Analyses; Journal Articles |
Peer Reviewed: |
Yes |
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Descriptors:
Feedback (Response); Autism; Pervasive Developmental Disorders; Robotics; Literature Reviews; Clinical Diagnosis; Intervention; Responses; Behavior Modification; Models; Skill Development
Abstract:
We examined peer-reviewed studies in order to understand the current status of empirically based evidence on the clinical applications of robots in the diagnosis and treatment of Autism Spectrum Disorders (ASD). Studies are organized into four broad categories: (a) the response of individuals with ASD to robots or robot-like behavior in comparison to human behavior, (b) the use of robots to elicit behaviors, (c) the use of robots to model, teach, and/or practice a skill, and (d) the use of robots to provide feedback on performance. A critical review of the literature revealed that most of the findings are exploratory and have methodological limitations that make it difficult to draw firm conclusions about the clinical utility of robots. Finally, we outline the research needed to determine the incremental validity of this technique. (Contains 2 tables.)
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Pub Date: |
2011-00-00 |
Pub Type(s): |
Information Analyses; Journal Articles; Reports - Evaluative |
Peer Reviewed: |
Yes |
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Descriptors:
Intervention; Autism; Program Effectiveness; Teaching Methods; Educational Technology; Pervasive Developmental Disorders; Social Development; Interpersonal Competence; Problem Solving; Interpersonal Communication; Literature Reviews; Video Technology; Nonprint Media; Role Models; Feedback (Response); Evaluation Methods
Abstract:
Children with autism spectrum disorder show deficits in social skills such as initiating conversation, responding in social situations, social problem-solving, and others. These deficits are targeted through the use of social skills interventions, some of which use a technology-based approach as a resource-efficient alternative to common forms of instruction. The current literature review aims to (a) determine the number of empirical studies using a technology-based social skills intervention, (b) explore the features of social skills targeted in these studies, and (c) analyze the number of studies reporting reliability of the dependent and independent variables. Results indicate that a majority of the studies relied on a video or DVD to deliver the intervention (modeling or feedback), were conducted in school settings, and targeted more than one social skill. The most common social skill addressed was initiating conversation followed by play skills. All but one study included standardized assessment before treatment; however, none of the studies used a published social skills assessment. Like previous research, reliability of the dependent variables was common; however, reliability of the independent variables was infrequent. (Contains 4 tables.)
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Pub Date: |
2012-00-00 |
Pub Type(s): |
Information Analyses; Journal Articles; Reports - Evaluative |
Peer Reviewed: |
Yes |
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Descriptors:
Trainers; Delivery Systems; Program Effectiveness; Intervention; Models; Training Methods; Training Objectives; Guidelines; Information Sources; Literature Reviews; Outcome Measures; Instructional Effectiveness; Bias; Health Education; Social Work; Caseworker Approach; Teaching Methods; Best Practices
Abstract:
Introduction: Previous literature has shown that multifaceted, interactive interventions may be the most effective way to train health and social care professionals. A Train-the-Trainer (TTT) model could incorporate all these components. We conducted a systematic review to determine the overall effectiveness and optimal delivery of TTT programs. Methods: We searched 15 databases. Reference lists and online resources were also screened. Studies with an objective follow-up measure collected over 1 week after the intervention were included. The intervention had to be based on a TTT model for health and social care professionals. Results: Eighteen studies met the inclusion criteria. TTT interventions varied greatly, ranging from didactic presentations to group discussions and role-plays. The heterogeneity of the studies and limited data prevented meta-analysis. A narrative review found that the TTT programs in 13 studies helped to increase knowledge, improve clinical behavior, or produce better patient outcomes. One study showed no effect. Three studies showed possible effect and one study showed that a CD-ROM training method was more effective than a TTT training method in improving participants' knowledge. Ratings of the studies' methodologies suggested moderate risk of bias, which limits interpretation of the results. Discussion: There is evidence that using a blended learning approach to deliver TTT programs--combining different techniques such as interactive, multifaceted methods and accompanying learning materials--can help to effectively disseminate and implement guidelines and curricula to health and social care professionals. However, further research is needed to determine the optimum "blend" of techniques. (Contains 2 figures and 1 table.)
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Pub Date: |
2012-09-00 |
Pub Type(s): |
Journal Articles; Reports - Evaluative |
Peer Reviewed: |
Yes |
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Descriptors:
General Education; Autism; Pervasive Developmental Disorders; Writing Instruction; Literature Reviews; Access to Education; Children; Adolescents; Teaching Methods; Instructional Effectiveness
Abstract:
Historically, learners with autism spectrum disorders (ASD) have not had access to the general education curriculum. Current legislation mandates that "all" children, including children with ASD, have access to and make progress in the general education curriculum. This article contains a review of the literature on writing instruction for children with ASD. Investigation yielded 15 studies with 29 participants with ASD ages 4 to 21 years. Based on the studies reviewed, we concluded that students with ASD benefit from explicit writing instruction, but more research is needed to establish an evidence-based set of practices to guide educators in the development of effective writing programs for this population of students. Strategies that are particularly promising and suggestions for future research are given. (Contains 2 tables.)
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Pub Date: |
2012-05-00 |
Pub Type(s): |
Journal Articles; Reports - Evaluative |
Peer Reviewed: |
Yes |
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Descriptors:
Evidence; Intervention; Autism; Individualized Programs; Behavior Modification; Pervasive Developmental Disorders; Program Effectiveness; Literature Reviews; Young Children; Outcomes of Treatment
Abstract:
Professionals serving students with autism spectrum disorders (ASD) in inclusive classroom settings face the challenge of selecting and successfully implementing evidence-based intervention strategies. Many propose that Intensive Behavioral Treatment (IBT) is the most efficacious approach for learners with ASD. Evidence for this approach is often established by comparing the IBT model to a condition described as "eclectic". In this paper, authors examine the IBT vs. eclectic literature, acknowledge the potential efficacy of the IBT model with preschool-aged children, suggest concerns about efficacy studies that have compared IBT and eclectic programs, point out that most of the studies were restricted in the age range of their participants, and note that few were implemented in inclusive settings. The authors propose that a technical eclectic approach can be beneficial for children and youth with ASD if it is conceptually grounded, incorporates evidence-based focused intervention practices, and is well implemented. A detailed example of such a technical eclectic program model is provided and the practicality of such an approach in inclusive settings for children and youth with ASD and their families is discussed. (Contains 2 figures and 1 table.)
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