A Systematic Review and Evaluation of Video Modeling, Role-Play and Computer-Based Instruction as Social Skills Interventions for Children and Adolescents with High-Functioning Autism

McCoy, Anna; Holloway, Jennifer; Healy, Olive; Rispoli, Mandy; Neely, Leslie

doi:10.1007/s40489-015-0065-6

Cited by 36 publications

(16 citation statements)

References 72 publications

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“…For example, Bandini et al [2013] reported the mean minutes of MVPA per day among 53 children ages 3–11 years with ASD to be 50 min as compared to 57.1 min in 58 children with TD ( P = NS). In terms of the adolescent sample, the current study’s finding that adolescents with ASD were 59% less likely to meet the PA guidelines as compared to their TD counterparts converges with the general consensus in the literature (Dreyer Gillette et al, 2015;McCoy et al, 2016;Pan et al, 2016;Stanish et al, 2017;Tyler et al, 2014]. For example, McCoy et al [2016] reported adolescents (ages 10–17) with ASD from the 2012 NSCH dataset to be 60% less likely to engage in regular PA compared to adolescents with TD.…”

Section: Discussionsupporting

confidence: 86%

“…Data from the current study also showed that adolescents with ASD were 33% less likely to meet the ST guidelines compared to adolescents with TD. Previous research comparing ST behavior between adolescents with ASD and adolescents with TD has been mixed (Dreyer Gillette et al, 2015;Mazurek, Shattuck, Wagner, & Cooper, 2012;Mazurek & Wenstrup, 2013; McCoy et al, 2016;Stiller & Mößle, 2018]. For example, research utilizing data from the 2012 NSCH showed insignificant differences in screen time between youth, ages 10–17, with ASD and TD [Dreyer Gillette et al, 2015; McCoy et al, 2016].…”

Section: Discussionmentioning

confidence: 99%

“…Due to the large-scale nature of the NSCH data collection, there was a reliance on subjective measures for all variables used. Furthermore, despite frequent usage of the health behaviors measures utilized in the current study for youth with ASD [e.g., Corvey, Menear, Preskitt, Goldfarb, & Menachemi, 2016; Dreyer Gillette et al, 2015; McCoy et al, 2016], they are not validated measures. Indeed, there is little research on the validity of parental report for health behaviors of children with ASD.…”

Section: Discussionmentioning

confidence: 99%

“…Must et al [2014], for example, reported that children with ASD spent an hour more in sedentary behaviors, particularly screen-based activities, on weekdays compared to children with TD (5.2 vs. 4.2 hr). In contrast to this, however, are data showing that levels of sedentariness are comparable between youth with and without ASD, particular among adolescents (Dreyer Gillette et al, 2015; McCoy et al, 2016; Montes, 2016]. Regardless of differences compared to children with TD, high levels of ST among youth with ASD is a cause for concern as it has been suggested that the negative consequences of excessive ST are compounded for children with ASD.…”

Section: Introductionmentioning

confidence: 94%

“…Conversely, the beneficial uses of screen-based technologies for children with ASD should not be ignored, even if they contribute to additional minutes of sedentariness. For example, technology can be effectively used for the delivery of interventions targeting the core social-communication deficits of the disorder [Wainer & Ingersoll, 2011], and for facilitating teaching and learning via strategies such as video modeling and computer-based instruction [Burton, Anderson, Prater, & Dyches, 2013; McCoy, Holloway, Healy, Rispoli, & Neely, 2016].…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Meeting the 24‐hr movement guidelines: An update on US youth with autism spectrum disorder from the 2016 National Survey of Children's Health

et al. 2019

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The purpose of this study was to examine how adherence to the physical activity (PA), screen-time (ST), and sleep duration guidelines differ between youth with autism spectrum disorder (ASD) and youth with typical development (TD). A secondary objective was to assess how PA, ST, and sleep duration varied among youth with ASD by age and ASD severity. Utilizing the 2016 National Survey of Children’s Health data, parental reports of time spent by youth in PA, ST, and sleep were used to determine adherence to the 24-hr movement guidelines for 1008 youth with ASD and 34 489 youth with TD. Multivariate logistic regression analyses determined that children with ASD were less likely to meet the guidelines for PA, ST, and sleep duration, and adolescents with ASD were less likely to meet the guidelines for PA and ST than participants with TD. Furthermore, logistic regression analyses determined adolescents with severe ASD to be less likely to meet the sleep guideline compared to adolescents with mild ASD. Overall, youth with ASD were significantly less likely to adhere to all three guidelines. The findings highlight the breadth of health behaviors that require intervention to counteract the poorer health status among youth with ASD.

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Section: Discussionsupporting

confidence: 86%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 94%

Section: Introductionmentioning

confidence: 99%

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Meeting the 24‐hr movement guidelines: An update on US youth with autism spectrum disorder from the 2016 National Survey of Children's Health

et al. 2019

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A mixed methods evaluation of the acceptability of therapy using LEGO® bricks (LEGO® based therapy) in mainstream primary and secondary education

et al. 2022

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Many autistic children and young people need extra support with social skills. Social skills programmes, such as LEGO ® based therapy (LBT), are commonly used to help with these difficulties. The aim of this study was to examine the acceptability of LBT using qualitative interviews and questionnaires with facilitators and parents/guardians on behalf of autistic children and young people. Acceptability was measured in line with constructs of the Theoretical Framework of Acceptability. Questionnaires were analyzed descriptively and between group comparisons were undertaken using the Mann-Whitney U Test. Telephone interviews were undertaken with a sub-sample of facilitators. All interviews were recorded, transcribed verbatim, and framework analysis was performed by two researchers supported by NVivo. The questionnaire response rate was 80% for facilitators and 77% for parents/guardians. Overall acceptability, measured on a 1-5 (minimum-maximum) scale, was high for both facilitators and parents/ guardians with a median (range) of 5 (4-5) and 4 (3-5), respectively. Facilitators rated the acceptability of the programme significantly higher overall than parents (p < 0.001). Facilitators reported that participants and wider school staff viewed the programme positively. They observed improvements in communication and social skills during the sessions. Potential barriers to programme delivery, such as resources and staff schedules, were identified but facilitators reported that these challenges did not outweigh the benefits. There is increasing emphasis on the role of schools in seeking to improve social outcomes for autistic children therefore this high degree of acceptability makes this an attractive school-based programme for schools, autistic children and their families. Lay SummarySocial skills programmes, such as LEGO ® based therapy (LBT), are often used to help autistic children and young people with their social skills. The acceptability of LBT with school staff and parents/guardians on behalf of children and young people was explored using interviews and questionnaires. Our results show that LBT is viewed as a highly acceptable programme that can help autistic children and young people improve their communication and social skills.

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Conceptual Basis, Principles, and Rationales for the PPSI

Bauminger‐Zviely

Eytan

Hoshmand

et al. 2021

Preschool Peer Social Intervention in Autism Spectrum Disorder

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A Systematic Review and Evaluation of Video Modeling, Role-Play and Computer-Based Instruction as Social Skills Interventions for Children and Adolescents with High-Functioning Autism

Cited by 36 publications

References 72 publications

Meeting the 24‐hr movement guidelines: An update on US youth with autism spectrum disorder from the 2016 National Survey of Children's Health

Meeting the 24‐hr movement guidelines: An update on US youth with autism spectrum disorder from the 2016 National Survey of Children's Health

A mixed methods evaluation of the acceptability of therapy using LEGO® bricks (LEGO® based therapy) in mainstream primary and secondary education

Conceptual Basis, Principles, and Rationales for the PPSI

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