A Review of Intervention Studies Conducted with Individuals with Autism and Sensory Impairments

Abstract

Introduction Recently, there has been heightened interest in individuals with autism and sensory impairments, and interventions that affect this population. To date, no reviews have analyzed intervention studies, and the present study adds to intervention research literature. Methods Based on an electronic search, eight studies were included in the review. Results The results indicated that four of the studies focused on communication skills, while the other four targeted problem behaviors. All participants made progress in communication and showed improvements in their behaviors. Discussion Although positive results were seen in all participants, the studies suffer from methodological limitations. Thus, future research is needed to replicate studies as well as provide maintenance and generalization data. Implications for practitioners Some suggestions are to include preference assessments prior to the development of intervention studies to create a modified picture exchange communication system with tangible objects or symbols.

Using the System of Least Prompts to Teach Personal Hygiene Skills to a High School Student with Comorbid Visual Impairment and Autism Spectrum Disorder

“…A few literature reviews have been conducted to identify effective interven tions for individuals with autism spec trum disorder and sensory impairments (Banda, Griffin-Shirley, Okungu, Ogot, & Meeks, 2014), communication develop ment of children with visual impairments (Parker & Ivy, 2014), and literacy of students with visual impairments and ad ditional disabilities (Parker & Pogrund, 2009). Not surprisingly, many of the identified interventions among these reviews incorporated components of evidence-based practices from the field of autism spectrum disorder (for example, prompting or reinforcement; NPDC, 2014).…”

Teaching Object Exchange for Communication to a Young Girl with Autism Spectrum Disorder and Visual Impairment

“…Four studies have assessed the use of an adapted Picture Exchange Communication System (PECS) to teach the act of requesting to people who have ASD and visual impairments (Ali, MacFarland, & Umbreit, 2011; Kee, Casey, Cea, Bicard, & Bicard, 2012; Lund & Troha, 2008; Parker, Banda, Davidson, & Liu-Gitz, 2010). All four studies indicated that PECS may be an effective intervention for this population; however, more research is needed (Banda et al, 2014).…”

“…These reviews do not specify which studies included children or youths with comorbid conditions such as visual impairments. A review of the literature of intervention studies with people who have ASD and sensory impairments found only eight studies; of those eight, only four addressed the communication needs of people with visual impairments (Banda, Griffin-Shirley, Okungu, Ogot, & Meeks, 2014). Given the increased co-occurrence of ASD and visual impairment, it is critical that the effectiveness of evidence-based practices be assessed for children with both ASD and visual impairments.…”

“…This practice report presents the study of a young girl with ASD and visual impairment who was taught basic requesting skills through an adapted augmentative and alternative communication (AAC) system, which is an evidence-based practice for addressing communication with children who have ASD but has limited research efficacy for those with ASD and visual impairments (Banda et al, 2014).…”

Teaching Orientation and Mobility Skills to Students with Autism and Vision Impairment in Public Schools: A Data-Based Study

“…A review of literature indicates a paucity of intervention studies using experimental designs (e.g., group or single-subject design) concerning O&M training for students with autism and vision impairment (Banda, Griffin-Shirley, Okungu, Ogot, & Meeks, 2014). Careful methodological design considerations are necessary in studies involving low-incidence disabilities.…”