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: | |
| 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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