Interventions Addressing Social Impairment in Autism

Kasari, Connie; Patterson, Stephanie

doi:10.1007/s11920-012-0317-4

Cited by 91 publications

(59 citation statements)

References 48 publications

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“…Though ASD treatment studies for language increased, only 47% reported UP--consistent with previous findings [8,12,13,37,38]. This could be due to variable recognition of the importance of reporting and analyzing the diversity of samples, or minimal awareness of sample homogeneity by scientists who target language, social skills, play, and joint attention.…”

Section: Up Trends Over Timesupporting

confidence: 77%

Reporting of Underrepresented Populations in Autism Treatment Studies Across 25 Years

Fannin¹

2017

Clin Arch Commun Disord

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(ASD) now exceeds other severe developmental disorders, making it a significant public health concern [1]. Timely administration of effective treatments is crucial [2] but knowledge of how to tailor treatments to particular children is incomplete. This is evidenced by inconsistent findings, where some children make expressive language gains, while others remain minimally verbal [3]. Further inquiry is necessary to the purpose of better customizing treatments to increase language gains across various populations.Intervention approach is an active ingredient that may contribute to outcome variance, but other factors can alter response to the intervention. Proponents of dynamic systems theory (DST) posit that people have multiple, complex systems outside themselves, such as the home, neighborhood, community, school, workplace, and the people therein, that interact with the inherent developmental processes [4]. This theory exPurpose: Eight language and autism related journals published between 1993 and 2017 were analyzed to identify trends in the inclusion of underrepresented populations in empirical studies with social skill, play, joint attention, and expressive language outcomes. Relationships among treatment outcomes, treatment settings, and underrepresented population types were explored.Methods: All articles (12,381) were searched to identify intervention studies that included participants with autism and were classified by treatment target and setting (N =291). The selected studies were then examined to determine if any participants were from underrepresented populations (n=138) and categorized by type of underrepresented population.Results: Most studies did not indicate demographic characteristics beyond disability, age, and gender; and few relationships between frequency of underrepresented population articles, treatment targets, or intervention setting emerged. Results indicated that demographic characteristics were often omitted, despite recommendations to report descriptive information.Conclusions: Although inclusion of underrepresented populations has increased since 1993, treatment study results cannot yet be generalized to a more diverse population, due to the disproportionately low number of participants from racial/ethnic minority, multilingual, and low socioeconomic status groups reported and/or included in studies. The dearth of underrepresented participants suggests that conscious efforts to recruit and report them are still necessary.

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Section: Up Trends Over Timesupporting

confidence: 77%

Reporting of Underrepresented Populations in Autism Treatment Studies Across 25 Years

Fannin¹

2017

Clin Arch Commun Disord

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“…The findings of this study are consistent with previous demonstration of increases in child-initiated joint engagement post JASPER intervention (e.g., Kasari et al 2006, 2014a, b, 2015). Yet, overall there is a paucity of literature focusing on children’s initiations of social engagement with intervention studies often reporting prompted rather than spontaneous social outcomes (Kasari and Patterson 2012). …”

Section: Discussionmentioning

confidence: 99%

Increasing Responsive Parent–Child Interactions and Joint Engagement: Comparing the Influence of Parent-Mediated Intervention and Parent Psychoeducation

Shire

Gulsrud

Kasari

2016

J Autism Dev Disord

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Enhancing immediate and contingent responding by caregivers to children’s signals is an important strategy to support social interactions between caregivers and their children with autism. Yet, there has been limited examination of parents’ responsive behaviour in association with children’s social behaviour post caregiver-mediated intervention. Eighty-five dyads were randomized to one of two 10-week caregiver-training interventions. Parent–child play interactions were coded for parental responsivity and children’s joint engagement. Significant gains in responsivity and time jointly engaged were found post JASPER parent-mediated intervention over a psychoeducation intervention. Further, combining higher levels of responsive behaviour with greater adoption of intervention strategies was associated with greater time jointly engaged. Findings encourage a focus on enhancing responsive behaviour in parent-mediated intervention models.

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“…Notable methodological advances are represented in a few recent studies, including use of randomized controlled trials (RCTs), manualized interventions, standardized outcomes, and fidelity checks 4 . However, several reviews 3–5 point to methodological limitations that question recent practice recommendations, which suggest that SST groups are evidence-based interventions in ASD 6,7 . Specifically, existing research fails to meet core design criteria for evaluating treatment efficacy such as use of adequate sample sizes, active treatment controls, independent outcome evaluations, and data on maintenance and generalization.…”

Section: Introductionmentioning

confidence: 99%

Randomized Comparative Trial of a Social Cognitive Skills Group for Children With Autism Spectrum Disorder

Soorya

Siper

Beck

et al. 2015

Journal of the American Academy of Child & Adolescent Psych

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Objective This study evaluated the efficacy of a targeted social skills training group in school-aged children with autism spectrum disorder (ASD). The intervention, NETT (Nonverbal communication, Emotion recognition, and Theory of mind Training), is a 12-session cognitive-behavioral intervention (CBI) for verbal, school-aged children targeting ASD-specific social behavioral impairments. Method Sixty-nine children with ASD, 8 to 11 years of age with verbal IQs greater than 70, participated in a randomized comparative trial to examine the efficacy of NETT relative to a facilitated play group. Treatment outcomes included caregiver reports of social behavior and neuropsychological assessments of social cognition conducted by blinded raters. Outcomes were collected at baseline, endpoint, and three months posttreatment. Results Significant improvements were found on social behavior outcomes such as nonverbal communication, empathic responding, and social relations in the NETT condition relative to the active control at endpoint. Verbal IQ and age moderated the interaction effect on social behavior with higher verbal IQ and older age associated with improvements in the CBI condition. No significant improvements were found on social cognitive outcomes. No significant group differences were found at three-month follow-up conducted with approximately half the sample (n=34). Conclusion These data indicate that targeted CBI social skills groups such as NETT improve social communication deficits in verbal, school-aged children with ASD. The moderating effects of high verbal IQ suggest a need to consider participant and treatment characteristics associated with outcomes in future studies.

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Interventions Addressing Social Impairment in Autism

Cited by 91 publications

References 48 publications

Reporting of Underrepresented Populations in Autism Treatment Studies Across 25 Years

Reporting of Underrepresented Populations in Autism Treatment Studies Across 25 Years

Increasing Responsive Parent–Child Interactions and Joint Engagement: Comparing the Influence of Parent-Mediated Intervention and Parent Psychoeducation

Randomized Comparative Trial of a Social Cognitive Skills Group for Children With Autism Spectrum Disorder

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