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A Systematic Review of Behavioral Intervention Research on Adaptive Skill Building in High-Functioning Young Adults with Autism Spectrum Disorder

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Title: A Systematic Review of Behavioral Intervention Research on Adaptive Skill Building in High-Functioning Young Adults with Autism Spectrum Disorder
Language: English
Authors: Palmen, Annemiek, Didden, Robert, Lang, Russell
Source: Research in Autism Spectrum Disorders. Apr-Jun 2012 6(2):602-617.
Availability: Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Peer Reviewed: Y
Physical Description: PDF
Page Count: 16
Publication Date: 2012
Document Type: Journal Articles
Reports - Evaluative
Descriptors: Video Technology, Feedback (Response), Quasiexperimental Design, Cues, Intervention, Autism, Young Adults, Interpersonal Relationship, Self Reward, Adjustment (to Environment), Pervasive Developmental Disorders, Databases
DOI: 10.1016/j.rasd.2011.10.001
ISSN: 1750-9467
Abstract: This review involved a systematic search and analysis of behavioral intervention studies aimed at improving adaptive skills in high-functioning young adults with autism spectrum disorders. Through electronic databases and hand searching, 20 studies were identified meeting pre-determined inclusion criteria. Studies were summarized and analysed in terms of (a) participants, (b) adaptive skill(s) targeted for intervention, (c) intervention procedures, and (d) intervention outcomes. Certainty of evidence was assessed through critical appraisal of each study's design and other methodological characteristics. Social interaction skills were the most common intervention targets (n=8), followed by practical academic skills (n=6), vocational skills (n=5), and domestic skills (n=1). Improvements in adaptive skills were reported by 19 studies. Interventions consisting of low or high tech assisted procedures (e.g., video modeling, visual cues, self-recording and self-reinforcement, self-prompting), reinforcement contingencies, and corrective feedback using prompts were found to be most promising. Five studies were identified as having the methodological rigor to provide conclusive results. Insufficient control for alternative explanations for behavior outcomes and reliance on pre- or quasi-experimental designs hindered the certainty of evidence for the remaining studies. Implications for clinical practice and future research are discussed. (Contains 1 table.)
Abstractor: As Provided
Entry Date: 2012
Accession Number: EJ966623
Database: ERIC
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  Data: A Systematic Review of Behavioral Intervention Research on Adaptive Skill Building in High-Functioning Young Adults with Autism Spectrum Disorder
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  Data: <searchLink fieldCode="SO" term="%22Research+in+Autism+Spectrum+Disorders%22"><i>Research in Autism Spectrum Disorders</i></searchLink>. Apr-Jun 2012 6(2):602-617.
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  Data: Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
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  Data: 10.1016/j.rasd.2011.10.001
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  Data: This review involved a systematic search and analysis of behavioral intervention studies aimed at improving adaptive skills in high-functioning young adults with autism spectrum disorders. Through electronic databases and hand searching, 20 studies were identified meeting pre-determined inclusion criteria. Studies were summarized and analysed in terms of (a) participants, (b) adaptive skill(s) targeted for intervention, (c) intervention procedures, and (d) intervention outcomes. Certainty of evidence was assessed through critical appraisal of each study's design and other methodological characteristics. Social interaction skills were the most common intervention targets (n=8), followed by practical academic skills (n=6), vocational skills (n=5), and domestic skills (n=1). Improvements in adaptive skills were reported by 19 studies. Interventions consisting of low or high tech assisted procedures (e.g., video modeling, visual cues, self-recording and self-reinforcement, self-prompting), reinforcement contingencies, and corrective feedback using prompts were found to be most promising. Five studies were identified as having the methodological rigor to provide conclusive results. Insufficient control for alternative explanations for behavior outcomes and reliance on pre- or quasi-experimental designs hindered the certainty of evidence for the remaining studies. Implications for clinical practice and future research are discussed. (Contains 1 table.)
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      – SubjectFull: Feedback (Response)
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