Functional Communication Training for Adults with Autism Spectrum Disorder: A Systematic Review and Quality Appraisal

Gregori, Emily; Wendt, Oliver; Gerow, Stephanie; Peltier, Corey; Genç-Tosun, Derya; Lory, Catharine; Gold, Zachary S.

doi:10.1007/s10864-019-09339-4

Cited by 18 publications

(5 citation statements)

References 46 publications

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“…Many systematic reviews of interventions for autistic children and youth now appear in the research literature. Such reviews are useful in their focus on individual practices like functional communication training (Gregori et al 2020 ), intervention for autistic children/youth of a certain age (Sandbank et al 2020 ), or interventions occurring in certain locations such as schools (Martinez et al 2016 ), and allow for more in depth review of contextual factors impacting the intervention or outcomes. They do not, however, provide a comprehensive critical summary of evidence across practices, ages, and outcomes.…”

Section: Previous Literature Reviews Of Ebps For Children and Youth With Autismmentioning

confidence: 99%

Evidence-Based Practices for Children, Youth, and Young Adults with Autism: Third Generation Review

Hume

Steinbrenner

Odom

et al. 2021

J Autism Dev Disord

251

179

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This systematic review describes a set of practices that have evidence of positive effects with autistic children and youth. This is the third iteration of a review of the intervention literature (Odom et al. in J Autism Dev Disorders 40(4):425–436, 2010a; Prevent School Fail 54(4):275–282, 2010b; Wong et al. in https://autismpdc.fpg.unc.edu/sites/autismpdc.fpg.unc.edu/files/imce/documents/2014-EBP-Report.pdf; J Autism Dev Disorders 45(7):1951–1966, 2015), extending coverage to articles published between 1990 and 2017. A search initially yielded 31,779 articles, and the subsequent screening and evaluation process found 567 studies to include. Combined with the previous review, 972 articles were synthesized, from which the authors found 28 focused intervention practices that met the criteria for evidence-based practice (EBP). Former EBPs were recategorized and some manualized interventions were distinguished as meeting EBP criteria. The authors discuss implications for current practices and future research.

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Section: Previous Literature Reviews Of Ebps For Children and Youth With Autismmentioning

confidence: 99%

Evidence-Based Practices for Children, Youth, and Young Adults with Autism: Third Generation Review

Hume

Steinbrenner

Odom

et al. 2021

J Autism Dev Disord

251

179

View full text Add to dashboard Cite

show abstract

“…Studies have shown that skills training and functional communication training can help to increase skills, communication, and social reciprocity while reducing challenging behavioral problems in individuals with ASD (e.g., Gregori et al, 2019; Hume et al, 2021). A study conducted by Park and Kim (2018) demonstrated the effectiveness of TEACCH structured teaching on enhancing the independent work skills of individuals with moderate to severe ASD in a job setting and reducing disruptive and self-injurious behaviors.…”

Section: Discussionmentioning

confidence: 99%

Influence of Rigid/Ritualistic Behavioral Profiles of Students With Autism Spectrum Disorder on Special Education Teachers’ Perceptions of Their Readiness for Supported Employment

Nah

Neo

2022

J Spec Educ

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This study examined the effects of rigid/ritualistic behaviors on special education teachers’ perception of students with autism spectrum disorder (ASD) and their readiness for supported employment using vignettes featuring students with varying rigid/ritualistic behavioral profiles in vocational activity settings. Using a mixed-methods design, sample consisted of 111 teachers randomly assigned to one of three conditions, where they were told that the student has (a) a major negative reaction, (b) some negative reaction, or (c) no negative reaction. They then rated whether the students would be ready for supported employment. Results indicated that teachers perceived students with major negative reaction to be less ready for supported employment. The student’s age influenced teachers’ perception. Teachers’ qualitative feedback was also obtained. Implications were discussed.

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“…Several forms of intervention have been proposed for reducing CB in people with ASD, including medications ( Malone et al, 2005 ; Blankenship et al, 2010 ; McPheeters et al, 2011 ; Sawyer et al, 2014 ), behavioral interventions ( Scotti et al, 1996 ; Didden et al, 2006 ; Machalicek et al, 2007 , 2016 ; Lydon et al, 2013 ; Fettig and Barton, 2014 ; Erturk et al, 2018 ; MacNaul and Neely, 2018 ; Weston et al, 2018 ; Inoue, 2019 ), cognitive/emotion-oriented interventions ( Neal and Barton Wright, 2003 ; Zetteler, 2008 ; O’Neil et al, 2011 ; Cotelli et al, 2012 ; Subramaniam and Woods, 2012 ; Doyle et al, 2013 ), sensory stimulation/integration interventions ( Lang et al, 2012 ; Barton et al, 2015 ; Case-Smith et al, 2015 ; Leong et al, 2015 ; Wan Yunus et al, 2015 ; Watling and Hauer, 2015 ), music therapy ( Gold et al, 2006 ; Stephenson, 2006 ; Simpson and Keen, 2011 ; James et al, 2015 ; Fakhoury et al, 2017 ), psychosocial interventions ( Seida et al, 2009 ; Reichow et al, 2013 ; Vanderkerken et al, 2013 ; Bishop-Fitzpatrick et al, 2014 ; Lim, 2019 ), communication training ( Mirenda, 1997 ; Goldstein, 2002 ; Lequia et al, 2012 ; Walker and Snell, 2013 ; Gerow et al, 2018 ; Gregori et al, 2020 ), physical exercises ( Eggermont and Scherder, 2006 ; Ogg-Groenendaal et al, 2014 ; Sorensen and Zarrett, 2014 ; Forbes et al, 2015 ; Bremer et al, 2016 ), and others ( McDonnell et al, 2008 ; Tanner et al, 2015 ; Lindgren et al, 2016 ; Ferguson et al, 2019 ; Walker et al, 2021 ; Wahman et al, 2022 ). Despite the wide av...…”

Section: Introductionmentioning

confidence: 99%

Development and validation of a system for the prediction of challenging behaviors of people with autism spectrum disorder based on a smart wearable shirt: A mixed-methods design

Romano

Hoffman

Lotan

et al. 2022

Front. Behav. Neurosci.

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BackgroundMost people with autism spectrum disorder (ASD) present at least one form of challenging behavior (CB), causing reduced life quality, social interactions, and community-based service inclusion.ObjectivesThe current study had two objectives: (1) to assess the differences in physiological reaction to stressful stimuli between adults with and without high-functioning ASD; (2) to develop a system able to predict the incoming occurrence of a challenging behaviors (CBs) in real time and inform the caregiver that a CB is about to occur; (3) to evaluate the acceptability and usefulness of the developed system for users with ASD and their caregivers.MethodsComparison between physiological parameters will be conducted by enrolling two groups of 20 participants with and without ASD monitored while watching a relaxing and disturbing video. To understand the variations of the parameters that occur before the CB takes place, 10 participants with ASD who have aggressive or disruptive CBs will be monitored for 7 days. Then, an ML algorithm capable of predicting immediate CB occurrence based on physiological parameter variations is about to be developed. After developing the application-based algorithm, an efficient proof of concept (POC) will be carried out on one participant with ASD and CB. A focus group, including health professionals, will test the POC to identify the strengths and weaknesses of the developed system.ResultsHigher stress level is anticipated in the group of people with ASD looking at the disturbing video than in the typically developed peers. From the obtained data, the developed algorithm is used to predict CBs that are about to occur in the upcoming 1 min. A high level of satisfaction with the proposed technology and useful consideration for further developments are expected to emerge from the focus group.Clinical trial registration[https://clinicaltrials.gov/], identifier [NCT05340608].

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Functional Communication Training for Adults with Autism Spectrum Disorder: A Systematic Review and Quality Appraisal

Cited by 18 publications

References 46 publications

Evidence-Based Practices for Children, Youth, and Young Adults with Autism: Third Generation Review

Evidence-Based Practices for Children, Youth, and Young Adults with Autism: Third Generation Review

Influence of Rigid/Ritualistic Behavioral Profiles of Students With Autism Spectrum Disorder on Special Education Teachers’ Perceptions of Their Readiness for Supported Employment

Development and validation of a system for the prediction of challenging behaviors of people with autism spectrum disorder based on a smart wearable shirt: A mixed-methods design

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