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Bone ME, O'Connor Leppert ML. Autism Spectrum Disorder at Home and in School. Pediatr Clin North Am 2024; 71:223-239. [PMID: 38423717 DOI: 10.1016/j.pcl.2024.01.008] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 03/02/2024]
Abstract
The diagnosis of autism spectrum disorder (ASD) brings a lifetime of considerations for individuals and their families. The core symptoms of ASD vary in severity and influence behavior and function across all environments. Co-occurring medical, mental health, cognitive, language, learning, and behavioral differences add challenges to those associated with core symptoms. Navigating the preschool, school, and transition ages in the educational setting requires continual reassessment of the strengths, weaknesses, and needs of the student to provide appropriate placement and services.
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Affiliation(s)
- Megan E Bone
- Department of Neurology, Johns Hopkins University School of Medicine; Department of Neurodevelopmental Medicine, Kennedy Krieger Institute, Baltimore, MD, USA.
| | - Mary L O'Connor Leppert
- Department of Neurodevelopmental Medicine, Kennedy Krieger Institute, Baltimore, MD, USA; Department of Pediatrics, Johns Hopkins University School of Medicine
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Oh S, Jang JS, Jeon AR, Kim G, Kwon M, Cho B, Lee N. Effectiveness of sensory integration therapy in children, focusing on Korean children: A systematic review and meta-analysis. World J Clin Cases 2024; 12:1260-1271. [PMID: 38524513 PMCID: PMC10955541 DOI: 10.12998/wjcc.v12.i7.1260] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/06/2023] [Revised: 12/27/2023] [Accepted: 01/27/2024] [Indexed: 02/29/2024] Open
Abstract
BACKGROUND Sensory integration intervention is highly related to the child's effective interaction with the environment and the child's development. Currently, various sensory integration interventions are being applied, but research methodological problems are arising due to unsystematic protocols. This study aims to present the optimal intervention protocol by presenting scientific standards for sensory integration intervention through meta-analysis. AIM To prove the effectiveness of sensory integration therapy, examine the latest trend of sensory integration studies in Korea, and provide clinical evidence for sensory integration therapies. METHODS The database of Korean search engines, including RISS, KISS, and DBpia, was used to search for related literature published from 2001 to October 2020. The keywords, "Children", "Sensory integration", "Integrated sensory", "Sensory-motor", and "Sensory stimulation" were used in this search. Then, a meta-analysis was conducted on 24 selected studiesRISS, KISS, and DBpia, was used to search for related literature published from 2001 to October 2020. The keywords, "Children", "Sensory integration", "Integrated sensory", "Sensory-motor", and "Sensory stimulation" were used in this search. Then, a meta-analysis was conducted on 24 selected studies. RESULTS Sensory integration intervention has been proven effective in children with cerebral palsy, autism spectrum disorder, attention deficit/hyperactivity disorder, developmental disorder, and intellectual disability in relation to the diagnosis of children. Regarding sensory integration therapies, 1:1 individual treatment with a therapist or a therapy session lasting for 40 min was most effective. In terms of dependent variables, sensory integration therapy effectively promoted social skills, adaptive behavior, sensory processing, and gross motor and fine motor skills. CONCLUSION The results of this study may be used as therapeutic evidence for sensory integration intervention in the clinical field of occupational therapy for children, and can help to present standards for sensory integration intervention protocols.
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Affiliation(s)
- Seri Oh
- Department of Occupational Therapy, Kangwon National University Graduate School, Samcheok 25949, South Korea
| | - Jong-Sik Jang
- Department of Occupational Therapy, Kangwon National University, Samcheok 25949, South Korea
| | - A-Ra Jeon
- Department of Occupational Therapy, Ju-Ju Children Development Center, Nonsan-si 32985, Chungcheongnam-do, South Korea
| | - Geonwoo Kim
- Department of Occupational Therapy, Kangwon National University Graduate School, Samcheok 25949, South Korea
| | - Mihwa Kwon
- Department of Occupation Therapy, Suwon Women’s University, Gyeonggi-do 16632, South Korea
| | - Bahoe Cho
- Hijam Center for Development of Children, Ochang 28117, South Korea
| | - Narae Lee
- Department of Occupational Therapy, U1 University, Chung-cheong bukdo 25949, South Korea
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Mehta S, Naik SS, Kodical SR, Joshi A, Shetty A, Balasubramanian N. Enhancing special care dentistry with waiting room based multisensory-adapted dental environment: A randomized controlled-trial. SPECIAL CARE IN DENTISTRY 2024. [PMID: 38233968 DOI: 10.1111/scd.12962] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/24/2023] [Revised: 12/29/2023] [Accepted: 01/03/2024] [Indexed: 01/19/2024]
Abstract
AIM To assess the effectiveness of waiting room based multisensory adapted dental environment (SADE) as a novel, non-invasive behavior management technique in alleviating anxiety levels in children with Down syndrome. MATERIALS AND METHODS This study was conducted in the Department of Pediatric and Preventive Dentistry, D.Y. Patil University School of Dentistry, Nerul, Navi Mumbai. A total of 40 children between 8 and 13 years of age diagnosed with Down syndrome were included in our study. Prior to the first dental evaluation, they were divided equally into two groups using simple randomization via lottery system. Group A (Intervention group): Patients were subjected to a sensory adapted environment (SADE) in the waiting room for 10 min prior to dental evaluation. Group B (Control group): Patients were subjected to a regular dental environment (RDE) in the waiting room for 10 min prior to dental evaluation. Outcome parameters evaluated at baseline and post dental evaluation were anxiety and behavior, using a pulse oximeter and the Modified Venham's Scale respectively. Data were subjected to statistical analysis using SPSS version 21.0 (SPSS Inc. Chicago, IL). The 'p' value < .05 was taken as significant at 95% confidence interval. RESULTS Mann-Whitney U test was used to carry out the inter group analysis which showed a significant increase in the heart rate (26.00, p = .00) in Group B and a significant decrease in the Modified Venham Scale score (90.00, p = .001) in Group A. The Wilcoxon Signed ranks test was used to carry out the intra group analysis for which a significant difference between the two time intervals for heart rate (-3.69, p = .00) and Modified Venham Scale score (-1.46, p = .03) was obtained in Group A whereas a significant difference was obtained only in the heart rate (-3.04, p = .002) in Group B. CONCLUSION Multisensory-adapted dental environment (SADE) in the waiting room effectively improves behavior, reduces anxiety and sensory discomfort among children with Down syndrome.
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Affiliation(s)
- Shivani Mehta
- Department of Pediatric and Preventive Dentistry, D.Y. Patil University School of Dentistry, Navi Mumbai, Maharashtra, India
| | - Shilpa S Naik
- Department of Pediatric and Preventive Dentistry, D.Y. Patil University School of Dentistry, Navi Mumbai, Maharashtra, India
| | - Sanjana R Kodical
- Department of Pediatric and Preventive Dentistry, D.Y. Patil University School of Dentistry, Navi Mumbai, Maharashtra, India
| | - Amil Joshi
- Department of Pediatric and Preventive Dentistry, D.Y. Patil University School of Dentistry, Navi Mumbai, Maharashtra, India
| | - Ashveeta Shetty
- Department of Pediatric and Preventive Dentistry, D.Y. Patil University School of Dentistry, Navi Mumbai, Maharashtra, India
| | - Nikitha Balasubramanian
- Department of Pediatric and Preventive Dentistry, D.Y. Patil University School of Dentistry, Navi Mumbai, Maharashtra, India
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Saral D, Olcay S, Ozturk H. Autism Spectrum Disorder: When There is no Cure, There are Countless of Treatments. J Autism Dev Disord 2023; 53:4901-4916. [PMID: 36222992 DOI: 10.1007/s10803-022-05745-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/04/2022] [Indexed: 10/17/2022]
Abstract
We investigated parent reports of use of special education and support services, use of evidence-based practices (EBPs), use of past and current complementary and alternative medicine (CAM) treatments, non-use of CAM treatments, willingness, and unwillingness to use CAM treatments, reasons for use and non-use of CAM treatments, and perceptions of EBPs and CAM treatments in their children's functioning. We collected data from a total of 166 parents of children with autism spectrum disorder (ASD) through a web-based survey. 94% of the parents reported lifetime use of at least one CAM treatment. Parents weighed on a wide variety of factors in decision-making. CAM treatments use was positively associated with parental educational level, length of time since ASD diagnosis, and child's ASD severity.
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Affiliation(s)
- Dincer Saral
- Department of Special Education, Hacettepe University, 06800, Ankara, Turkey.
| | - Seray Olcay
- Department of Special Education, Hacettepe University, 06800, Ankara, Turkey
| | - Halil Ozturk
- Department of Special Education, Anadolu University, 26000, Eskisehir, Turkey
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Karhula ME, Heiskanen T, Salminen AL. Systematic review: Need for high-quality research on occupational therapy for children with intellectual disability. Scand J Occup Ther 2023; 30:261-277. [PMID: 34445921 DOI: 10.1080/11038128.2021.1968947] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
BACKGROUND Enabling participation in everyday life and supporting development are essential goals in occupational therapy of children and young people with intellectual disabilities (ID). OBJECTIVE To gather and evaluate evidence of the effectiveness of occupational therapy interventions for children with ID in terms of participation in everyday life. MATERIAL AND METHODS A literature search conducted using electronic databases (CINAHL, Cochrane Library, PubMed and EMBASE) from January 2000 to May 2020. Methodological quality was assessed using the Joanna Briggs Institute critical appraisal tools. Quality of evidence was critically appraised with the GRADE. RESULTS The search yielded 4741 records, of which 15 studies met the inclusion criteria: 3 randomized controlled trials, 3 case-control studies, 2 case series and 7 case reports. The studies were diverse in quality. The evidence is inconclusive because of the limited amount of methodologically robust studies. CONCLUSIONS AND SIGNIFICANCE Results support the notion that occupational therapy in daily environments for children with ID may enhances participation in everyday activities. Further research with appropriate study designs and outcome measurements is needed. Although the research evidence was limited, the results encourage focussing on occupational therapy for children with ID to enhance participation in school and home environments.
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Affiliation(s)
- Maarit E Karhula
- South-Eastern Finland University of Applied Sciences, Mikkeli, Finland
- Social Insurance Institution of Finland, Helsinki, Finland
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de Alvarenga KAF, de Alcântara WL, de Miranda DM. What has been done to improve learning for intellectual disability? An umbrella review of published meta-analyses and systematic reviews. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2023; 36:413-428. [PMID: 36760221 DOI: 10.1111/jar.13072] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/16/2022] [Revised: 01/02/2023] [Accepted: 01/04/2023] [Indexed: 02/11/2023]
Abstract
BACKGROUND Intellectual disability (ID) affects 1%-3% of the paediatric population. Currently, there is no consensus as to the most effective strategies for improving the learning skills of children and adolescents with ID. This review aims to systematically gather information regarding interventions to promote and improve learning skills in children/adolescents with ID from previously published systematic reviews and meta-analyses. METHODS Systematic search strategies, including appropriate descriptors, were employed on Medline, Cochrane, Scopus, Web of Science, Lilacs, SciELO, ERIC, and PsycINFO databases. Quality assessment was conducted via the AMSTAR-2. RESULTS Fifty-nine studies were selected, subdivided by outcome domains and by the type of intervention. Interventions were related to caregiving, education, pharmaco-dietary, physical, and technology approaches. The overall low quality of the studies limited our recommendations.
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Affiliation(s)
- Kevin Augusto Farias de Alvarenga
- Laboratório de Neurociências, Faculdade de Medicina-Centro de Tecnologia em Medicina Molecular, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil
| | - Wagner Lima de Alcântara
- Laboratório de Neurociências, Faculdade de Medicina-Centro de Tecnologia em Medicina Molecular, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil
| | - Débora Marques de Miranda
- Laboratório de Neurociências, Faculdade de Medicina-Centro de Tecnologia em Medicina Molecular, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil.,Departamento de Pediatria, Faculdade de Medicina, Centro de Tecnologia em Medicina Molecular-Universidade Federal de Minas Gerais, Belo Horizonte, Brazil
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Roberts MA, Abery BH. A person-centered approach to home and community-based services outcome measurement. FRONTIERS IN REHABILITATION SCIENCES 2023; 4:1056530. [PMID: 36817716 PMCID: PMC9929050 DOI: 10.3389/fresc.2023.1056530] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 09/28/2022] [Accepted: 01/10/2023] [Indexed: 02/04/2023]
Abstract
In the United States, over 2.5 million people with disabilities are recipients of supports through the Center for Medicare and Medicaid Services (CMS) Home and Community-Based Services (HCBS) program. Recent decades have seen a growing focus on providing HCBS in a person-centered manner thereby supporting outcomes that are both important for and to the person. HCBS outcome measurement, however, has not kept pace with advancements in person-centered thinking as it relates to providing supports to people with disabilities. The concept of person-centered outcome measurement has been inadequately defined and is frequently misunderstood including by those in the measurement field. The authors first operationally define person-centered measurement and establish its importance within the context of HCBS and the recent CMS's Final Settings Rule. The important role that person-centered measurement has to play in quality improvement efforts in this area is then explored. A discussion is subsequently provided as to the challenges that are faced in person-centered measurement specific to the disability field. In addition to further conceptualizing and defining this form of measurement, recommendations are provided for moving the field forward.
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Zwilling M, Romano A, Hoffman H, Lotan M, Tesler R. 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. Front Behav Neurosci 2022; 16:948184. [DOI: 10.3389/fnbeh.2022.948184] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/19/2022] [Accepted: 11/10/2022] [Indexed: 11/30/2022] Open
Abstract
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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Croley KE, Drevon DD, Decker DM, Hixson MD, Radley KC. The Effect of the Fidget Cube on Classroom Behavior among Students with Perceived Attention Difficulties. Behav Anal Pract 2022; 16:547-557. [PMID: 35999944 PMCID: PMC9388206 DOI: 10.1007/s40617-022-00734-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 08/01/2022] [Indexed: 12/01/2022] Open
Abstract
Fidget toys, one class of sensory-based interventions, enjoy favorable coverage in popular media outlets supporting their impact on attention, memory, and stress. However, there is minimal data supporting their use in the classroom. The present study used an ABAB withdrawal design to investigate the impact of noncontingent access to a commercially available fidget toy, the Fidget Cube, on academically engaged behavior, off-task behavior, Fidget Cube engagement, math problems attempted, and math problems completed accurately during independent seatwork. Participants were three 3rd-graders referred for having attention difficulties. Results indicated that noncontingent access to the Fidget Cube during independent seatwork did not improve study outcomes. Participants engaged with the Fidget Cube less in the second intervention phase than the first. Results suggest school personnel should consider alternative strategies for students with perceived attention difficulties. Limitations of the study are discussed, along with future directions for research.
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Affiliation(s)
- Kelsi E. Croley
- Department of Psychology, Central Michigan University, Mt Pleasant, MI 48859 USA
| | - Daniel D. Drevon
- Department of Psychology, Central Michigan University, Mt Pleasant, MI 48859 USA
| | - Dawn M. Decker
- Department of Counseling & Special Education, Central Michigan University, Mt Pleasant, MI USA
| | - Michael D. Hixson
- Department of Psychology, Central Michigan University, Mt Pleasant, MI 48859 USA
| | - Keith C. Radley
- Department of Educational Psychology, University of Utah, Salt Lake City, UT USA
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Chan PLC, Poon MYC, Bux V, Wong SKF, Chu AWY, Louie FTM, Wang AQL, Yang HLC, Yu ELM, Fong SSL. Occupational therapy using an Ayres Sensory integration® approach for school-age children – a randomized controlled trial. WORLD FEDERATION OF OCCUPATIONAL THERAPISTS BULLETIN 2022. [DOI: 10.1080/14473828.2022.2097814] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
Affiliation(s)
- Phoebe L. C. Chan
- Occupational Therapy Department, Integrated Rehabilitation Centre, 2/F, Tower A, Hong Kong Children’s Hospital, Kowloon, Hong Kong
| | | | - Vivian Bux
- Occupational Therapy Department, Kwai Chung Hospital, Hong Kong, Hong Kong
| | - Shiren K. F. Wong
- Occupational Therapy Department, Castle Peak Hospital, Tuen Mun, N.T., Hong Kong
| | - Aileen W. Y. Chu
- Occupational Therapy Department, Princess Margaret Hospital, Kowloon, Hong Kong
| | - Frances T. M. Louie
- Occupational Therapy Department, Alice Ho Miu Ling Nethersole Hospital, Tai Po, N.T., Hong Kong
| | - Apple Q. L. Wang
- Occupational Therapy Department, Kowloon Hospital, Kowloon, Hong Kong
| | - Hellen L. C. Yang
- Occupational Therapy Department, Integrated Rehabilitation Centre, 2/F, Tower A, Hong Kong Children’s Hospital, Kowloon, Hong Kong
| | - Ellen L. M. Yu
- Clinical Research Centre, Princess Margaret Hospital, Kowloon, Hong Kong
| | - Sanne S. L. Fong
- Occupational Therapy Department, Integrated Rehabilitation Centre, 2/F, Tower A, Hong Kong Children’s Hospital, Kowloon, Hong Kong
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Guénoun T, Tiberghien C, Vaillant-Juteau AM. Les dessins animés pour transformer les atypies sensorielles des enfants avec autisme : le dispositif thérapeutique du Vidéodrame. PSYCHIATRIE DE L ENFANT 2022. [DOI: 10.3917/psye.651.0087] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/14/2022]
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The Effects of an Integrative, Universally Designed Motor Skill Intervention for Young Children With and Without Disabilities. Adapt Phys Activ Q 2022; 39:179-196. [PMID: 34773918 DOI: 10.1123/apaq.2021-0031] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/29/2021] [Revised: 06/04/2021] [Accepted: 09/07/2021] [Indexed: 11/18/2022] Open
Abstract
Many interventions feature a singular component approach to targeting children's motor competency and proficiency. Yet, little is known about the use of integrative interventions to meet the complex developmental needs of children aged 3-6 years. The purpose of this study was to examine the effects of an integrative universally designed intervention on children with and without disabilities' motor competency and proficiency. We selected children (N = 111; disability = 24; no disability = 87) to participate in either a school-based integrative motor intervention (n = 53) or a control condition (n = 58). Children in the integrative motor intervention both with and without disabilities showed significant improvement in motor competency and proficiency (p < .001) as compared with peers with and without disabilities in a control condition. Early childhood center directors (e.g., preschool and kindergarten) should consider implementing integrative universally designed interventions targeting multiple aspects of motor development to remediate delays in children with and without disabilities.
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Bray N, Kolehmainen N, McAnuff J, Tanner L, Tuersley L, Beyer F, Grayston A, Wilson D, Edwards RT, Noyes J, Craig D. Powered mobility interventions for very young children with mobility limitations to aid participation and positive development: the EMPoWER evidence synthesis. Health Technol Assess 2021; 24:1-194. [PMID: 33078704 DOI: 10.3310/hta24500] [Citation(s) in RCA: 16] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/31/2022] Open
Abstract
BACKGROUND One-fifth of all disabled children have mobility limitations. Early provision of powered mobility for very young children (aged < 5 years) is hypothesised to trigger positive developmental changes. However, the optimum age at which to introduce powered mobility is unknown. OBJECTIVE The aim of this project was to synthesise existing evidence regarding the effectiveness and cost-effectiveness of powered mobility for very young children, compared with the more common practice of powered mobility provision from the age of 5 years. REVIEW METHODS The study was planned as a mixed-methods evidence synthesis and economic modelling study. First, evidence relating to the effectiveness, cost-effectiveness, acceptability, feasibility and anticipated outcomes of paediatric powered mobility interventions was reviewed. A convergent mixed-methods evidence synthesis was undertaken using framework synthesis, and a separate qualitative evidence synthesis was undertaken using thematic synthesis. The two syntheses were subsequently compared and contrasted to develop a logic model for evaluating the outcomes of powered mobility interventions for children. Because there were insufficient published data, it was not possible to develop a robust economic model. Instead, a budget impact analysis was conducted to estimate the cost of increased powered mobility provision for very young children, using cost data from publicly available sources. DATA SOURCES A range of bibliographic databases [Cumulative Index to Nursing and Allied Health Literature (CINHAL), MEDLINE, EMBASE™ (Elsevier, Amsterdam, the Netherlands), Physiotherapy Evidence Database (PEDro), Occupational Therapy Systematic Evaluation of Evidence (OTseeker), Applied Social Sciences Index and Abstracts (ASSIA), PsycINFO, Science Citation Index (SCI; Clarivate Analytics, Philadelphia, PA, USA), Social Sciences Citation Index™ (SSCI; Clarivate Analytics), Conference Proceedings Citation Index - Science (CPCI-S; Clarivate Analytics), Conference Proceedings Citation Index - Social Science & Humanities (CPCI-SSH; Clarivate Analytics), Cochrane Central Register of Controlled Trials (CENTRAL), Cochrane Database of Systematic Reviews, Database of Abstracts of Reviews of Effects (DARE), NHS Economic Evaluation Database (NHS EED), Health Technology Assessment (HTA) Database and OpenGrey] was systematically searched and the included studies were quality appraised. Searches were carried out in June 2018 and updated in October 2019. The date ranges searched covered from 1946 to September 2019. RESULTS In total, 89 studies were included in the review. Only two randomised controlled trials were identified. The overall quality of the evidence was low. No conclusive evidence was found about the effectiveness or cost-effectiveness of powered mobility in children aged either < 5 or ≥ 5 years. However, strong support was found that powered mobility interventions have a positive impact on children's movement and mobility, and moderate support was found for the impact on children's participation, play and social interactions and on the safety outcome of accidents and pain. 'Fit' between the child, the equipment and the environment was found to be important, as were the outcomes related to a child's independence, freedom and self-expression. The evidence supported two distinct conceptualisations of the primary powered mobility outcome, movement and mobility: the former is 'movement for movement's sake' and the latter destination-focused mobility. Powered mobility should be focused on 'movement for movement's sake' in the first instance. From the budget impact analysis, it was estimated that, annually, the NHS spends £1.89M on the provision of powered mobility for very young children, which is < 2% of total wheelchair service expenditure. LIMITATIONS The original research question could not be answered because there was a lack of appropriately powered published research. CONCLUSIONS Early powered mobility is likely to have multiple benefits for very young children, despite the lack of robust evidence to demonstrate this. Age is not the key factor; instead, the focus should be on providing developmentally appropriate interventions and focusing on 'movement for movement's sake'. FUTURE WORK Future research should focus on developing, implementing, evaluating and comparing different approaches to early powered mobility. STUDY REGISTRATION This study is registered as PROSPERO CRD42018096449. FUNDING This project was funded by the National Institute for Health Research (NIHR) Health Technology programme and will be published in full in Health Technology Assessment; Vol. 24, No. 50. See the NIHR Journals Library website for further project information.
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Affiliation(s)
- Nathan Bray
- School of Health Sciences, Bangor University, Bangor, UK.,Centre for Health Economics and Medicines Evaluation, Bangor University, Bangor, UK
| | - Niina Kolehmainen
- Population Health Sciences Institute, Newcastle University, Newcastle upon Tyne, UK.,Newcastle upon Tyne Hospitals NHS Foundation Trust, Newcastle upon Tyne, UK
| | - Jennifer McAnuff
- Population Health Sciences Institute, Newcastle University, Newcastle upon Tyne, UK
| | - Louise Tanner
- Population Health Sciences Institute, Newcastle University, Newcastle upon Tyne, UK
| | - Lorna Tuersley
- Centre for Health Economics and Medicines Evaluation, Bangor University, Bangor, UK
| | - Fiona Beyer
- Population Health Sciences Institute, Newcastle University, Newcastle upon Tyne, UK
| | - Aimee Grayston
- Children's Services, Leeds Community Healthcare NHS Trust, Leeds, UK
| | - Dor Wilson
- Population Health Sciences Institute, Newcastle University, Newcastle upon Tyne, UK
| | - Rhiannon Tudor Edwards
- School of Health Sciences, Bangor University, Bangor, UK.,Centre for Health Economics and Medicines Evaluation, Bangor University, Bangor, UK
| | - Jane Noyes
- School of Health Sciences, Bangor University, Bangor, UK
| | - Dawn Craig
- Population Health Sciences Institute, Newcastle University, Newcastle upon Tyne, UK
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Barnard-Brak L, Watkins L, Richman DM. Examining the Relation between Self-reported ASD Symptoms and Sensory Sensitivities from a Community-based Sample of Adults. Dev Neurorehabil 2021; 24:388-396. [PMID: 33781158 DOI: 10.1080/17518423.2021.1898056] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
Atypical responses to sensory stimuli, termed sensory sensitivities, are a commonly reported symptom for individuals diagnosed with Autism Spectrum Disorder (ASD). In this community-based study of 604 adults, the correlation between sensory sensitivities and ASD symptoms was r = 0.23, p < .001, representing a smaller relation than estimates previously reported in the peer-reviewed research. Additionally, when examining only participants who met or exceeded the ASD screening cutoff score, the relation between sensory sensitivities and ASD symptoms was only slightly larger at r = 0.25, p < .001. Forty-four percentage who met the screening cutoff score for ASD also reported the lowest degree of sensory sensitivities. Finally, just over one-third who met the screening cutoff score for ASD had the highest sensory sensitivities. Sensory sensitivities did not appear to be a consistent feature across adults meeting the ASD screening cutoff score, but a proportion meeting the ASD screening cutoff score also exhibited the most extreme sensory sensitivities.
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Affiliation(s)
| | - Laci Watkins
- The University of Alabama, Tuscaloosa, Alabama, USA
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15
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Using Fidget Spinners to Improve On-Task Classroom Behavior for Students With ADHD. Behav Anal Pract 2021; 15:454-465. [DOI: 10.1007/s40617-021-00588-2] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/31/2021] [Indexed: 11/26/2022] Open
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Psychometric Properties of the Sensory Processing and Self-Regulation Checklist: English Version. Occup Ther Int 2021; 2021:6658786. [PMID: 33688309 PMCID: PMC7920736 DOI: 10.1155/2021/6658786] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/21/2020] [Accepted: 02/09/2021] [Indexed: 11/23/2022] Open
Abstract
Background Sensory processing supports children's development and abilities to participate in activities across contexts. Self-regulation skills may influence how children process various sensory experiences in daily life activities. The Sensory Processing and Self-Regulation Checklist (SPSRC) is a 130-item caregiver-reported checklist, covering children's essential sensory processing and self-regulation performance in daily activities. Objectives This study examines the psychometric properties of the SPSRC (English version) in measuring the sensory processing and self-regulation abilities of children. Methods A preliminary field testing of the SPSRC-English was conducted in a sample of n = 194 children (164 without disability and 30 with a disability) to evaluate its reliability and validity properties. Results The SPSRC-English was shown to have high internal consistency and test-retest reliability; and good discriminant, structural, and criterion validity in the sensory processing and self-regulation abilities of children with and without disability ages 4-12 years. Conclusion The current study provides initial evidence on the reliability and validity of SPSRC-English in measuring the sensory processing and self-regulation abilities in children with and without a disability. The SPSRC-English may provide salient information supporting the understanding of sensory processing difficulties among children.
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17
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Grzadzinski R, Donovan K, Truong K, Nowell S, Lee H, Sideris J, Turner-Brown L, Baranek GT, Watson LR. Sensory Reactivity at 1 and 2 Years Old is Associated with ASD Severity During the Preschool Years. J Autism Dev Disord 2021; 50:3895-3904. [PMID: 32157566 DOI: 10.1007/s10803-020-04432-4] [Citation(s) in RCA: 18] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Abstract
Children with Autism Spectrum Disorder (ASD) often display atypical sensory reactivity within the first years of life, prior to a diagnosis. This study examined sensory reactivity patterns at 14 months, changes from 14 to 23 months, and later ASD severity at 3 to 5 years of age in children (n = 87) at elevated likelihood of ASD. Results indicated that observed hyporeactivity at 14 months and increases from 14 to 23 months were related to higher ASD severity during the preschool years. Parent report of hyperreactivity at 14 months was associated with higher ASD severity in the RRB domain during the preschool years. Early hypo and hyperreactivity may predict later severity of ASD and aid in subtyping and developing individualized treatments.
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Affiliation(s)
- Rebecca Grzadzinski
- University of North Carolina, Carolina Institute for Developmental Disabilities, Chapel Hill, NC, USA.
| | - Kevin Donovan
- University of North Carolina, Department of Biostatistics, Chapel Hill, NC, USA
| | - Kinh Truong
- University of North Carolina, Department of Biostatistics, Chapel Hill, NC, USA
| | - Sallie Nowell
- University of North Carolina, Frank Porter Graham Child Development Institute, Chapel Hill, NC, USA
| | - Helen Lee
- Division of Occupational Science and Occupational Therapy, University of Southern California, Los Angeles, CA, USA
| | - John Sideris
- Division of Occupational Science and Occupational Therapy, University of Southern California, Los Angeles, CA, USA
| | | | - Grace T Baranek
- Division of Occupational Science and Occupational Therapy, University of Southern California, Los Angeles, CA, USA
| | - Linda R Watson
- University of North Carolina, Division of Speech and Hearing Sciences, Chapel Hill, NC, USA
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18
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Hemati Alamdarloo G, Mradi H. The effectiveness of sensory integration intervention on the emotional-behavioral problems of children with autism spectrum disorder. ADVANCES IN AUTISM 2020. [DOI: 10.1108/aia-12-2019-0051] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Purpose
Autism spectrum disorder is a kind of neurodevelopmental disorder characterized by persistent deficits in social communication and interaction across multiple contexts, and restricted, repetitive patterns of behavior, interests or activities. The purpose of this paper is to determine the effectiveness of sensory integration intervention on emotional-behavioral problems in children with autism spectrum disorder.
Design/methodology/approach
This research was conducted in a pretest-posttest design with control group. The participants were 30 children with autism spectrum disorder (6–11 years old) who were selected through convenience sampling from among children with autism spectrum disorder in Zeinab center of Isfahan and were randomly divided into two groups of 15 subjects. The children of the experimental group received 14 sessions of sensory integration intervention while the control group did not receive this intervention. To measure emotional-behavioral problems, the Behavior Assessment System for Children-Second Edition was used. To analyze the data, ANCOVA and MANCOVA tests were used.
Findings
The results showed that sensory integration intervention improves emotional-behavioral problems and its subscales (hyperactivity, aggression, behavioral problems, anxiety, depression, somatization, attention problems, learning difficulties, atypicality and withdrawal) in children with autism spectrum disorder.
Research limitations/implications
Therefore, it can be concluded that sensory integration intervention can be a suitable treatment for reducing sensory problems and improving emotional-behavioral problems in children with autism spectrum disorder.
Originality/value
The study of the effect of sensory integration on emotional-behavioral problems in children with autism spectrum disorder is necessary as a simple and non-side-effect educational and therapeutic method, both as a step to fill the research gap in this field, besides being a cheap and affordable way for improving the various skills of children with autism spectrum disorder for professionals, teachers, parents and educators.
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19
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Sandbank M, Bottema-Beutel K, Crowley S, Cassidy M, Feldman JI, Canihuante M, Woynaroski T. Intervention Effects on Language in Children With Autism: A Project AIM Meta-Analysis. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2020; 63:1537-1560. [PMID: 32384865 PMCID: PMC7842122 DOI: 10.1044/2020_jslhr-19-00167] [Citation(s) in RCA: 36] [Impact Index Per Article: 9.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/26/2019] [Revised: 10/31/2019] [Accepted: 01/15/2020] [Indexed: 05/10/2023]
Abstract
Purpose This study synthesized effects of interventions on language outcomes of young children (ages 0-8 years) with autism and evaluated the extent to which summary effects varied by intervention, participant, and outcome characteristics. Method A subset of effect sizes gathered for a larger meta-analysis (the Autism Intervention Meta-analysis or Project AIM) examining the effects of interventions for young children with autism, which were specific to language outcomes, was analyzed. Robust variance estimation and metaregression were used to calculate summary and moderated effects while controlling for intercorrelation among outcomes within studies. Results A total of 221 outcomes were gathered from 60 studies. The summary effect of intervention on language outcomes was small but significant. Summary effects were larger for expressive and composite language outcomes compared to receptive language outcomes. Interventions implemented by clinicians, or by clinicians and caregivers together, had summary effects that were significantly larger than interventions implemented by caregivers alone. Participants' pretreatment language age equivalent scores positively and significantly moderated intervention effects, such that effects were significantly larger on average when samples of children had higher pretreatment language levels. Effects were not moderated by cumulative intervention intensity, intervention type, autism symptomatology, chronological age, or the proximity or boundedness of outcomes. Study quality concerns were apparent for a majority of included outcomes. Conclusions We found evidence that intervention can facilitate improvements in language outcomes for young children with autism. Effects were largest for expressive and composite language outcomes, for children with initially higher language abilities, and for interventions implemented by clinicians or by caregivers and clinicians combined. However, quality concerns of included studies and borderline significance of some results temper our conclusions regarding intervention effectiveness and corresponding moderators.
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Affiliation(s)
| | | | - Shannon Crowley
- Lynch School of Education and Human Development, Boston College, MA
| | - Margaret Cassidy
- College of Arts and Sciences, Vanderbilt University, Nashville, TN
| | - Jacob I. Feldman
- Department of Hearing and Speech Sciences, Vanderbilt University, Nashville, TN
| | | | - Tiffany Woynaroski
- Department of Hearing and Speech Sciences, Vanderbilt University Medical Center, Vanderbilt Kennedy Center, Vanderbilt Brain Institute, Nashville, TN
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20
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A Survey of Occupational Therapists on a New Tool for Sensory Processing. Occup Ther Int 2020; 2020:5909347. [PMID: 32190013 PMCID: PMC7068139 DOI: 10.1155/2020/5909347] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/30/2019] [Revised: 10/30/2019] [Accepted: 02/11/2020] [Indexed: 11/18/2022] Open
Abstract
Occupational therapy is the leading profession with regard to supporting children who experience difficulties with occupations as a result of sensory processing differences. However, there are mixed reports with regard to the efficacy of various sensory interventions and approaches, leaving little clear guidance for occupational therapists supporting children with these difficulties. The Sensory Form is a planning tool developed in 2017 to guide occupational therapists in their professional reasoning for assessment and intervention of sensory processing differences. To date, no research has been conducted on its use. Researchers introduced the tool to 20 occupational therapists with relevant experience and conducted an online survey of their perceptions about The Sensory Form. Findings were analysed using descriptive statistics and qualitative content analysis. Therapists reported that they found the tool acceptable for use, described key strengths and weaknesses of The Sensory Form, and outlined changes to improve the tool. The Sensory Form may have an application in guiding the practice of therapists supporting children with sensory processing differences. Further development of associated resources may be warranted.
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21
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Blue Light Covers Increase Stereotypy and Decrease On-Task Behavior for Students with Autism. Behav Anal Pract 2020; 12:632-636. [PMID: 31976272 DOI: 10.1007/s40617-018-00321-6] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022] Open
Abstract
Some recommended strategies for individuals with autism spectrum disorder (ASD) are not empirically based. The purpose of the study was to evaluate effects of blue light covers on levels of stereotypy and on-task behavior. Four male children with ASD who engaged in repetitive behavior participated. Placing light covers over the classroom's fluorescent lights relative to normal classroom lighting did not improve on-task behavior or stereotypy.
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22
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Zhukova M, Talantseva O, Logvinenko T, Titova O, Grigorenko E. Complementary and Alternative Treatments for Autism Spectrum Disorders: A Review for Parents and Clinicians. КЛИНИЧЕСКАЯ И СПЕЦИАЛЬНАЯ ПСИХОЛОГИЯ 2020. [DOI: 10.17759/cpse.2020090310] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/02/2023]
Abstract
Complementary and alternative therapy (CAT) methods for children with autism spectrum disorders (ASD) are widespread in European countries and the Russian Federation; however, their efficacy and safety is not routinely considered by parents and clinicians when recommended or used. The current narrative review presents the most widely known CAT interventions for children with ASD synthesizing data from meta-analyses, systematic reviews, and randomized controlled trials obtained from the PubMed database based on the safety-efficacy model. We have found that, of the reviewed CATs, only the melatonin intervention can be considered safe and effective for children with ASD with comorbid sleep problems. The methods that were classified as safe but had inconclusive efficacy are recommended to be implemented only when they do not interfere with front line treatment for ASD, Applied Behavior Analysis (ABA). Methods with the lack of current evidence for the efficacy such as auditory integration therapies, bioacoustic correction, sensory integration therapy, micropolarization, animal assisted therapy, and dietary interventions should not be recommended as alternative treatments and can only be used as complimentary to ABA-based interventions. We advise against the use of chelation, hyperbaric oxygen therapy, and holding therapy due their documented harmful psychological and physical effects. When considering CAT for ASD we recommend parents and clinicians use the criteria suggested by Lofthouse and colleagues [59]: only the therapies that are safe, easy, cheap, and sensible can be recommended and used, as opposed to therapies that are risky, unrealistic, difficult, or expensive that should not be recommended or utilized.
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23
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Hyman SL, Levy SE, Myers SM. Identification, Evaluation, and Management of Children With Autism Spectrum Disorder. Pediatrics 2020; 145:peds.2019-3447. [PMID: 31843864 DOI: 10.1542/peds.2019-3447] [Citation(s) in RCA: 431] [Impact Index Per Article: 107.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/11/2022] Open
Abstract
Autism spectrum disorder (ASD) is a common neurodevelopmental disorder with reported prevalence in the United States of 1 in 59 children (approximately 1.7%). Core deficits are identified in 2 domains: social communication/interaction and restrictive, repetitive patterns of behavior. Children and youth with ASD have service needs in behavioral, educational, health, leisure, family support, and other areas. Standardized screening for ASD at 18 and 24 months of age with ongoing developmental surveillance continues to be recommended in primary care (although it may be performed in other settings), because ASD is common, can be diagnosed as young as 18 months of age, and has evidenced-based interventions that may improve function. More accurate and culturally sensitive screening approaches are needed. Primary care providers should be familiar with the diagnostic criteria for ASD, appropriate etiologic evaluation, and co-occurring medical and behavioral conditions (such as disorders of sleep and feeding, gastrointestinal tract symptoms, obesity, seizures, attention-deficit/hyperactivity disorder, anxiety, and wandering) that affect the child's function and quality of life. There is an increasing evidence base to support behavioral and other interventions to address specific skills and symptoms. Shared decision making calls for collaboration with families in evaluation and choice of interventions. This single clinical report updates the 2007 American Academy of Pediatrics clinical reports on the evaluation and treatment of ASD in one publication with an online table of contents and section view available through the American Academy of Pediatrics Gateway to help the reader identify topic areas within the report.
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Affiliation(s)
- Susan L Hyman
- Golisano Children's Hospital, University of Rochester, Rochester, New York;
| | - Susan E Levy
- Children's Hospital of Philadelphia, Philadelphia, Pennsylvania; and
| | - Scott M Myers
- Geisinger Autism & Developmental Medicine Institute, Danville, Pennsylvania
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24
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Wang LJ, Hsieh HY, Chen LY, Ko KL, Liu HH, Chou WJ, Chou MC, Tsai CS. Adjunctive sensory integration therapy for children with developmental disabilities in a family-based early intervention program. TAIWANESE JOURNAL OF PSYCHIATRY 2020. [DOI: 10.4103/tpsy.tpsy_26_20] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022] Open
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25
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Kilgus SP, Riley-Tillman TC, Kratochwill TR. Establishing Interventions via a Theory-Driven Single Case Design Research Cycle. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.17105/spr45-4.477-498] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
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26
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Raulston TJ, Hansen SG, Machalicek W, McIntyre LL, Carnett A. Interventions for Repetitive Behavior in Young Children with Autism: A Survey of Behavioral Practices. J Autism Dev Disord 2019; 49:3047-3059. [PMID: 31030312 DOI: 10.1007/s10803-019-04023-y] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
Children with autism spectrum disorder (ASD) display social-communication deficits and present with rigid and repetitive patterns of behavior and/or interests (RRBIs). Compared to interventions for social-communication skills, less attention has been given to RRBIs, especially with regard to interventions for young children. We surveyed 128 behavior analysts who implemented interventions for young children with ASD on their use of 16 practices and one assessment for the treatment of RRBIs. The majority of our sample perceived the practices to be effective in producing sustainable behavior change. Behavior analysts generally responded in the same way to items about reinforcement-based practices, punishment-based practices, and a group of commonly packaged antecedent and consequence-based package components. Implications and future directions are discussed.
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Affiliation(s)
- Tracy J Raulston
- Department of Educational Psychology, Counseling, and Special Education, The Pennsylvania State University, 125 CEDAR Building, University Park, PA, 16802, USA. .,Department of Special Education and Clinical Sciences, University of Oregon, HEDCO Education Building, Eugene, OR, 97403, USA.
| | - Sarah G Hansen
- Department of Learning Sciences, Georgia State University, 30 Pryor Street South West, Atlanta, GA, 30306, USA.,Department of Special Education and Clinical Sciences, University of Oregon, HEDCO Education Building, Eugene, OR, 97403, USA
| | - Wendy Machalicek
- Department of Special Education and Clinical Sciences, University of Oregon, HEDCO Education Building, Eugene, OR, 97403, USA
| | - Laura Lee McIntyre
- Department of Special Education and Clinical Sciences, University of Oregon, HEDCO Education Building, Eugene, OR, 97403, USA
| | - Amarie Carnett
- Department of Educational Psychology, University of Texas at San Antonio, 501 West Cesar East Chavez Boulevard, San Antonio, TX, 78207, USA
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27
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Verret C, Massé L, Lagacé-Leblanc J, Delisle G, Doyon J. The impact of a schoolwide de-escalation intervention plan on the use of seclusion and restraint in a special education school. EMOTIONAL AND BEHAVIOURAL DIFFICULTIES 2019. [DOI: 10.1080/13632752.2019.1628375] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Affiliation(s)
- Claudia Verret
- Département des sciences de l’activité physique, Université du Québec à Montréal, Montréal, Québec, Canada
| | - Line Massé
- Department of psychoeducation, Université du Québec à Trois-Rivières, Trois-Rivières, Québec, Canada
| | - Jeanne Lagacé-Leblanc
- Department of psychoeducation, Université du Québec à Trois-Rivières, Trois-Rivières, Québec, Canada
| | - Gaëlle Delisle
- Department of Special and Complementary Educational Services, Commission scolaire des Affluents, Repentigny, Québec, Canada
| | - Johanne Doyon
- Department of Special and Complementary Educational Services, Commission scolaire des Affluents, Repentigny, Québec, Canada
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28
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Feldman JI, Kuang W, Conrad JG, Tu A, Santapuram P, Simon DM, Foss-Feig JH, Kwakye LD, Stevenson RA, Wallace MT, Woynaroski TG. Brief Report: Differences in Multisensory Integration Covary with Sensory Responsiveness in Children with and without Autism Spectrum Disorder. J Autism Dev Disord 2019; 49:397-403. [PMID: 30043353 DOI: 10.1007/s10803-018-3667-x] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/20/2022]
Abstract
Research shows that children with autism spectrum disorder (ASD) differ in their behavioral patterns of responding to sensory stimuli (i.e., sensory responsiveness) and in various other aspects of sensory functioning relative to typical peers. This study explored relations between measures of sensory responsiveness and multisensory speech perception and integration in children with and without ASD. Participants were 8-17 year old children, 18 with ASD and 18 matched typically developing controls. Participants completed a psychophysical speech perception task, and parents reported on children's sensory responsiveness. Psychophysical measures (e.g., audiovisual accuracy, temporal binding window) were associated with patterns of sensory responsiveness (e.g., hyporesponsiveness, sensory seeking). Results indicate that differences in multisensory speech perception and integration covary with atypical patterns of sensory responsiveness.
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Affiliation(s)
- Jacob I Feldman
- Department of Hearing and Speech Sciences, Vanderbilt University, Nashville, TN, USA
| | - Wayne Kuang
- Neuroscience Undergraduate Program, Vanderbilt University, Nashville, TN, USA
| | - Julie G Conrad
- Neuroscience Undergraduate Program, Vanderbilt University, Nashville, TN, USA
| | - Alexander Tu
- Neuroscience Undergraduate Program, Vanderbilt University, Nashville, TN, USA
| | - Pooja Santapuram
- Neuroscience Undergraduate Program, Vanderbilt University, Nashville, TN, USA
| | - David M Simon
- Neuroscience Graduate Program, Vanderbilt University, Nashville, TN, USA.,Vanderbilt Brain Institute, Vanderbilt University, Nashville, TN, USA
| | - Jennifer H Foss-Feig
- Department of Psychiatry, Seaver Autism Center for Research and Treatment at the Icahn School of Medicine at Mount Sinai, New York, NY, USA
| | - Leslie D Kwakye
- Department of Neuroscience, Oberlin College, Oberlin, OH, USA
| | - Ryan A Stevenson
- Department of Psychology, The University of Western Ontario, London, ON, Canada.,Brain and Mind Institute, The University of Western Ontario, London, ON, Canada.,Department of Psychiatry, The Schulich School of Medicine and Dentistry, The University of Western Ontario, London, ON, Canada.,Program in Neuroscience, The Schulich School of Medicine and Dentistry, The University of Western Ontario, London, ON, Canada.,York University Centre for Vision Research, York University, Toronto, ON, Canada
| | - Mark T Wallace
- Vanderbilt Brain Institute, Vanderbilt University, Nashville, TN, USA.,Department of Hearing and Speech Sciences, Vanderbilt University Medical Center, MCE 8310 South Tower, 1215 21st Avenue South, Nashville, TN, 37232, USA.,Vanderbilt Kennedy Center, Vanderbilt University Medical Center, Nashville, TN, USA.,Department of Psychology, Vanderbilt University, Nashville, TN, USA.,Department of Psychiatry and Behavioral Sciences, Vanderbilt University Medical Center, Nashville, TN, USA.,Department of Pharmacology, Vanderbilt University, Nashville, TN, USA
| | - Tiffany G Woynaroski
- Vanderbilt Brain Institute, Vanderbilt University, Nashville, TN, USA. .,Department of Hearing and Speech Sciences, Vanderbilt University Medical Center, MCE 8310 South Tower, 1215 21st Avenue South, Nashville, TN, 37232, USA. .,Vanderbilt Kennedy Center, Vanderbilt University Medical Center, Nashville, TN, USA.
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29
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Tincani M, Travers J. Replication Research, Publication Bias, and Applied Behavior Analysis. Perspect Behav Sci 2019; 42:59-75. [PMID: 31976421 PMCID: PMC6701502 DOI: 10.1007/s40614-019-00191-5] [Citation(s) in RCA: 52] [Impact Index Per Article: 10.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/04/2023] Open
Abstract
The "replication crisis" describes recent difficulties in replicating studies in various scientific fields, most notably psychology. The available evidence primarily documents replication failures for group research designs. However, we argue that contingencies of publication bias that led to the "replication crisis" also operate on applied behavior analysis (ABA) researchers who use single-case research designs (SCRD). This bias strongly favors publication of SCRD studies that show strong experimental effect, and disfavors publication of studies that show less robust effect. The resulting research literature may unjustifiably inflate confidence about intervention effects, limit researchers' ability to delineate intervention boundary conditions, and diminish the credibility of our science. To counter problems of publication bias in ABA, we recommend that journals that publish SCRD research establish journal standards for publication of noneffect studies; that our research community adopt open sharing of SCRD protocols and data; and that members of our community routinely publish systematic literature reviews that include gray (i.e., unpublished) research.
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Affiliation(s)
- Matt Tincani
- Department of Teaching and Learning, Temple University, 1301 Cecil B. Moore Ave., Ritter Hall 351, Philadelphia, PA 19122 USA
| | - Jason Travers
- Department of Special Education, University of Kansas, Joseph R. Pearson Hall, Rm. 547, 1122 W. Campus Rd, Lawrence, KS 66045-3101 USA
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30
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Kim G, Carrico C, Ivey C, Wunsch PB. Impact of sensory adapted dental environment on children with developmental disabilities. SPECIAL CARE IN DENTISTRY 2019; 39:180-187. [PMID: 30729554 DOI: 10.1111/scd.12360] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/21/2018] [Revised: 12/18/2018] [Accepted: 01/18/2019] [Indexed: 11/29/2022]
Abstract
AIMS This was a pilot study assessing the impact of a sensory adapted dental environment (SADE) on children with developmental disabilities (DD) receiving routine dental care. METHODS A crossover study of 22 children with DD, aged 6 through 21, was conducted at a University Pediatric Dental clinic. Each participant was randomized to a sequence of two dental cleanings on a 3- to 4-month recall schedule, one with a regular dental environment (RDE) and one with SADE. Outcomes included physiological measures (heart rate and oxygen saturation) and cooperation (Frankl scores). RESULTS Study subjects completed 36 visits. None of the physiological measures differed at either time point between the two treatment settings. The Frankl scores were significantly higher with SADE setting than RDE (P = 0.0368). Forty-six percent of parents strongly agreed that they would prefer the SADE for their child's next visit. CONCLUSION SADE may be associated with improved behavior in children with DD.
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Affiliation(s)
- Gail Kim
- Department of Pediatric Dentistry, Virginia Commonwealth University, Richmond, Virginia.,Private Practice, Charlottesville, Virginia
| | - Caroline Carrico
- Department of Oral Health Promotion and Community Outreach, Virginia Commonwealth University, Richmond, Virginia
| | - Carole Ivey
- Department of Occupational Therapy, Virginia Commonwealth University, Richmond, Virginia
| | - Patrice B Wunsch
- Department of Pediatric Dentistry, Virginia Commonwealth University, Richmond, Virginia
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31
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DeSerisy M, Hirsch E, Roy AK. The Contribution of Sensory Sensitivity to Emotional Lability in Children with ADHD Symptoms. EVIDENCE-BASED PRACTICE IN CHILD AND ADOLESCENT MENTAL HEALTH 2019; 4:319-327. [PMID: 33033744 DOI: 10.1080/23794925.2019.1647122] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Abstract
Emotional lability and sensory sensitivity have been shown to contribute to the overall clinical picture in children with attention deficit hyperactivity disorder (ADHD; Dunn & Bennett, 2002; Sobanski et al., 2010). Further, both of these characteristics have been individually demonstrated to contribute to poorer quality of life, increased functional impairment, and poorer treatment response (Anastopoulos et al., 2010; Boterberg & Warreyn, 2016). However, to date, no study has evaluated the relationship among all three of these factors. The current study hypothesized that increased sensory sensitivity would moderate the relationship between hyperactive/impulsive symptoms of ADHD and emotional lability in youth. Results indicate that heightened sensory sensitivity strengthens the relationship between hyperactive/impulsive symptoms of ADHD and emotional lability in children with three or more clinically impairing ADHD symptoms. This dimensional approach was taken in accordance with growing evidence that even children with sub-threshold ADHD experience significant functional impairment and high rates of sensory sensitivity (Hong et al., 2014). These findings suggest that clinicians treating children with ADHD symptoms and emotional lability should consider assessing for sensory sensitivity as integration of multi-sensory techniques or referral to concurrent occupational therapy may significantly improve treatment outcomes and quality of life for these children and their families.
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Affiliation(s)
- Mariah DeSerisy
- Department of Psychology, Fordham University, Bronx, N.Y., USA
| | - Emily Hirsch
- Department of Psychology, Fordham University, Bronx, N.Y., USA
| | - Amy Krain Roy
- Department of Psychology, Fordham University, Bronx, N.Y., USA.,Department of Child and Adolescent Psychiatry, NYU Langone School of Medicine, New York, N.Y., USA
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32
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Schoen SA, Lane SJ, Mailloux Z, May‐Benson T, Parham LD, Smith Roley S, Schaaf RC. A systematic review of ayres sensory integration intervention for children with autism. Autism Res 2019; 12:6-19. [PMID: 30548827 PMCID: PMC6590432 DOI: 10.1002/aur.2046] [Citation(s) in RCA: 67] [Impact Index Per Article: 13.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/01/2018] [Accepted: 10/02/2018] [Indexed: 11/05/2022]
Abstract
Sensory integration is one of the most highly utilized interventions in autism, however, a lack of consensus exists regarding its evidence base. An increasing number of studies are investigating the effectiveness of this approach. This study used the Council for Exceptional Children (CEC) Standards for Evidence-based Practices in Special Education to evaluate the effectiveness research from 2006 to 2017 on Ayres Sensory Integration (ASI) intervention for children with autism. A systematic review was conducted in three stages. Stage 1 involved an extensive database search for relevant studies using search terms related to sensory integration and autism, interventions suggesting a sensory integration approach, and high-quality study designs. Searches yielded 19 studies that were evaluated in Stage 2. Six of these met inclusion criteria of being peer-reviewed, written in English, description of intervention this is consistent with ASI intervention, and comparison group design or single subject method employed. Prior to analysis using CEC standards, three articles were excluded because intervention details were not consistent with the core principles of ASI, or because of major methodological flaws. In Stage 3, the remaining three studies were rated using the CEC quality indicators and standards for an evidence-based practice. Two randomized controlled trials respectively met 100% and 85% of the CEC criteria items. One additional study met more than 50% of the criteria. Based on CEC criteria, ASI can be considered an evidence-based practice for children with autism ages 4-12 years old. Autism Research 2019, 12: 6-19. © 2018 The Authors. Autism Research published by International Society for Autism Research and Wiley Periodicals, Inc. LAY SUMMARY: Ayres Sensory Integration intervention is one of the most frequently requested and highly utilized interventions in autism. This intervention has specific requirements for therapist qualifications and the process of therapy. This systematic review of studies providing Ayres Sensory Integration therapy to children with autism indicates that it is an evidence-based practice according to the criteria of the Council for Exceptional Children.
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Affiliation(s)
| | - Shelly J. Lane
- School of Health Sciences, Faculty of Health and Medicine, Department of Occupational TherapyUniversity of NewcastleNewcastleAustralia
| | - Zoe Mailloux
- Department of Occupational Therapy, Jefferson College of Health ProfessionsThomas Jefferson UniversityPhiladelphiaPennsylvania
| | | | | | - Susanne Smith Roley
- Collaborative for Leadership in Ayres Sensory IntegrationAliso ViejoCalifornia
| | - Roseann C. Schaaf
- Department of Occupational Therapy Jefferson, College of Health Professions FacultyFarber Institute for Neurosciences Thomas Jefferson University PhiladelphiaPennsylvania
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Ledford JR, Barton EE, Severini KE, Zimmerman KN. A Primer on Single-Case Research Designs: Contemporary Use and Analysis. AMERICAN JOURNAL ON INTELLECTUAL AND DEVELOPMENTAL DISABILITIES 2019; 124:35-56. [PMID: 30715924 DOI: 10.1352/1944-7558-124.1.35] [Citation(s) in RCA: 25] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
The overarching purpose of this article is to provide an introduction to the use of rigorous single-case research designs (SCRDs) in special education and related fields. Authors first discuss basic design types and research questions that can be answered with SCRDs, examine threats to internal validity and potential ways to control for and detect common threats, and provide guidelines for selection of specific designs. Following, contemporary standards regarding rigor, measurement, description, and outcomes are presented. Then, authors discuss data analytic techniques, differentiating rigor, positive outcomes, functional relations, and magnitude of effects.
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Affiliation(s)
- Jennifer R Ledford
- Jennifer R. Ledford, Erin E. Barton, Katherine E. Severini, and Kathleen N. Zimmerman, Vanderbilt University
| | - Erin E Barton
- Jennifer R. Ledford, Erin E. Barton, Katherine E. Severini, and Kathleen N. Zimmerman, Vanderbilt University
| | - Katherine E Severini
- Jennifer R. Ledford, Erin E. Barton, Katherine E. Severini, and Kathleen N. Zimmerman, Vanderbilt University
| | - Kathleen N Zimmerman
- Jennifer R. Ledford, Erin E. Barton, Katherine E. Severini, and Kathleen N. Zimmerman, Vanderbilt University
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Zimmerman KN, Ledford JR, Severini KE, Pustejovsky JE, Barton EE, Lloyd BP. Single-case synthesis tools I: Comparing tools to evaluate SCD quality and rigor. RESEARCH IN DEVELOPMENTAL DISABILITIES 2018; 79:19-32. [PMID: 29510882 DOI: 10.1016/j.ridd.2018.02.003] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/07/2017] [Revised: 01/02/2018] [Accepted: 02/04/2018] [Indexed: 06/08/2023]
Abstract
Tools for evaluating the quality and rigor of single case research designs (SCD) are often used when conducting SCD syntheses. Preferred components include evaluations of design features related to the internal validity of SCD to obtain quality and/or rigor ratings. Three tools for evaluating the quality and rigor of SCD (Council for Exceptional Children, What Works Clearinghouse, and Single-Case Analysis and Design Framework) were compared to determine if conclusions regarding the effectiveness of antecedent sensory-based interventions for young children changed based on choice of quality evaluation tool. Evaluation of SCD quality differed across tools, suggesting selection of quality evaluation tools impacts evaluation findings. Suggestions for selecting an appropriate quality and rigor assessment tool are provided and across-tool conclusions are drawn regarding the quality and rigor of studies. Finally, authors provide guidance for using quality evaluations in conjunction with outcome analyses when conducting syntheses of interventions evaluated in the context of SCD.
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Reichow B, Barton EE, Maggin DM. Development and applications of the single-case design risk of bias tool for evaluating single-case design research study reports. RESEARCH IN DEVELOPMENTAL DISABILITIES 2018; 79:53-64. [PMID: 29958733 DOI: 10.1016/j.ridd.2018.05.008] [Citation(s) in RCA: 33] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/23/2017] [Revised: 05/03/2018] [Accepted: 05/15/2018] [Indexed: 06/08/2023]
Abstract
Systematic reviews and meta-analyses can be a useful method for synthesizing evidence across multiple studies to draw conclusions about a research base. An important aspect of rigorous systematic reviews is an assessment of the study methods and potential biases impacting results or interpretations and conclusions of the primary studies. Single-case design (SCD) research has been a primary mechanism for identifying evidence-based practices across disciplines, but primarily in behavioral fields and special education. While the Cochrane Risk of Bias tool has been adapted for use in reviews of non-randomized studies, there is currently no guidance for evaluating SCD research. Hence, we developed a single case design risk of bias tool (SCD RoB) based on current conceptualizations of biases that might affect the validity of claims from single-case design research. We used the Cochrane risk of bias criteria and contemporary single-case design quality indicators and design standards to guide development. We describe the SCD RoB tool and two early applications of its use to demonstrate its application and provide initial validation. We also provide an overview of future areas of research using the SCD RoB tool in an effort to advance the science of single-case design research methods.
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Thompson-Hodgetts S, Magill-Evans J. Sensory-Based Approaches in Intervention for Children With Autism Spectrum Disorder: Influences on Occupational Therapists' Recommendations and Perceived Benefits. Am J Occup Ther 2018; 72:7203205020p1-7203205020p8. [PMID: 29689171 DOI: 10.5014/ajot.2018.024729] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
OBJECTIVE We investigated factors that influenced occupational therapists' beliefs about and use of sensory-based approaches for children with autism spectrum disorder (ASD). METHOD Occupational therapists working with children with ASD (N = 211 from 16 countries) completed an online survey addressing their work experience, training, use of sensory-based approaches, and beliefs and perceptions about the effects of the approaches. Linear regression was used to determine predictors of use of and beliefs about sensory-based approaches. RESULTS Most respondents (98%) used sensory-based approaches for children with ASD and would recommend the approaches for 57% of the children they treated. Having a mentor who promoted sensory-based approaches and practicing outside North America and Australia predicted greater use and perceived effectiveness of these approaches. Less than 5 yr of occupational therapy experience predicted less use of the approaches. CONCLUSION Respondents selectively used sensory-based approaches for children with ASD and were influenced by country of residence, clinical experience, and mentorship.
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Affiliation(s)
- Sandra Thompson-Hodgetts
- Sandra Thompson-Hodgetts, PhD, OT, is Assistant Professor, Department of Occupational Therapy, University of Alberta, Edmonton, Alberta, Canada;
| | - Joyce Magill-Evans
- Joyce Magill-Evans, PhD, OT, is Professor Emerita, Department of Occupational Therapy, University of Alberta, Edmonton, Alberta, Canada
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Schaaf RC, Dumont RL, Arbesman M, May-Benson TA. Efficacy of Occupational Therapy Using Ayres Sensory Integration ®: A Systematic Review. Am J Occup Ther 2018; 72:7201190010p1-7201190010p10. [PMID: 29280711 DOI: 10.5014/ajot.2018.028431] [Citation(s) in RCA: 51] [Impact Index Per Article: 8.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
This systematic review addresses the question "What is the efficacy of occupational therapy using Ayres Sensory Integration® (ASI) to support functioning and participation as defined by the International Classification of Functioning, Disability and Health for persons with challenges in processing and integrating sensory information that interfere with everyday life participation?" Three randomized controlled trials, 1 retroactive analysis, and 1 single-subject ABA design published from 2007 to 2015, all of which happened to study children with autism, met inclusion criteria. The evidence is strong that ASI intervention demonstrates positive outcomes for improving individually generated goals of functioning and participation as measured by Goal Attainment Scaling for children with autism. Moderate evidence supported improvements in impairment-level outcomes of improvement in autistic behaviors and skills-based outcomes of reduction in caregiver assistance with self-care activities. Child outcomes in play, sensory-motor, and language skills and reduced caregiver assistance with social skills had emerging but insufficient evidence.
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Affiliation(s)
- Roseann C Schaaf
- Roseann C. Schaaf, PhD, OTR/L, FAOTA, is Professor and Chair, Department of Occupational Therapy, Jefferson School of Health Professions, and Faculty, Farber Institute of Neuroscience, Thomas Jefferson University, Philadelphia, PA;
| | - Rachel L Dumont
- Rachel L. Dumont, MS, OTR/L, is Occupational Therapist and Research Coordinator, Thomas Jefferson University, Philadelphia, PA
| | - Marian Arbesman
- Marian Arbesman, PhD, OTR/L, FAOTA, is Adjunct Associate Professor, Department of Clinical Research and Leadership, George Washington University School of Medicine and Health Sciences, Washington, DC, and President, ArbesIdeas, Inc., Williamsville, NY
| | - Teresa A May-Benson
- Teresa A. May-Benson, ScD, OTR/L, FAOTA, is Executive Director, SPIRAL Foundation, Newton, MA
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Yakov S, Birur B, Bearden MF, Aguilar B, Ghelani KJ, Fargason RE. Sensory Reduction on the General Milieu of a High-Acuity Inpatient Psychiatric Unit to Prevent Use of Physical Restraints: A Successful Open Quality Improvement Trial. J Am Psychiatr Nurses Assoc 2018; 24:133-144. [PMID: 29039238 DOI: 10.1177/1078390317736136] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
BACKGROUND Impaired sensory gating in patients with acute mental illness predisposes to overstimulation and behavioral dyscontrol. OBJECTIVE Explore use of sensory reduction interventions on a high-acuity inpatient milieu to reduce high assault/restraint rates. DESIGN A multidisciplinary team using failure mode and effect analysis to explore high restraint use between 4:00 p.m. and 7:00 p.m. observed patient/staff overstimulation contributed to behavioral escalations. The team implemented sensory reduction/integration improvements over a 5-month period to prevent excessive restraint use. RESULTS Restraint rates dropped immediately following light and sound reduction interventions and by 72% at 11 months postimplementation. Mann-Whitney statistics for unpaired 6-month comparisons, 1-year pre- and postintervention showed significant reductions: Assault rates (median pre = 1.37, post = 0.18, U = 4, p = .02); Restraint rates (median pre = 0.50, post = 0.06, U = 0, p = .002). CONCLUSION Sensory reduction during a high-stress time period on a high-acuity psychiatric unit was associated with a reduction in assaults and restraints.
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Affiliation(s)
- Svetlana Yakov
- 1 Svetlana Yakov, MD, University of Alabama at Birmingham, AL, USA
| | - Badari Birur
- 2 Badari Birur, MD, University of Alabama at Birmingham, AL, USA
| | - Melissa F Bearden
- 3 Melissa F. Bearden, MACN, OT/L, University of Alabama at Birmingham, AL, USA
| | - Barbara Aguilar
- 4 Barbara Aguilar, BSN-BC, RN, University of Alabama at Birmingham, AL, USA
| | - Kinjal J Ghelani
- 5 Kinjal J. Ghelani, MD, University of Alabama at Birmingham, AL, USA
| | - Rachel E Fargason
- 6 Rachel E. Fargason, MD, University of Alabama at Birmingham, AL, USA
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Gambra L, Magallón S, Crespo-Eguílaz N. El Trastorno de Aprendizaje Procedimental y su intervención psicopedagógica. REVISTA DE ESTUDIOS E INVESTIGACIÓN EN PSICOLOGÍA Y EDUCACIÓN 2017. [DOI: 10.17979/reipe.2017.0.11.2218] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022] Open
Abstract
El TAP es una afectación poco conocida. Ha sido denominado de múltiples formas según los diferentes autores. Se diagnostica con menos frecuencia que otros trastornos del aprendizaje/neurodesarrollo debido a que los síntomas se confunden con frecuencia con los de otras patologías. Se caracteriza especialmente por una perturbación de la coordinación motora, aunque la causa explicativa del mismo reside en la dificultad para el desarrollo de ciertas habilidades perceptivo-motoras y de rutinas cognitivas. Actualmente hay una gran variedad de enfoques de intervención (sobre todo en el ámbito motor), con diverso grado de evidencia científica.
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Weitlauf AS, Sathe N, McPheeters ML, Warren ZE. Interventions Targeting Sensory Challenges in Autism Spectrum Disorder: A Systematic Review. Pediatrics 2017; 139:peds.2017-0347. [PMID: 28562287 DOI: 10.1542/peds.2017-0347] [Citation(s) in RCA: 50] [Impact Index Per Article: 7.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 02/10/2017] [Indexed: 11/24/2022] Open
Abstract
CONTEXT Sensory challenges are common among children with autism spectrum disorder (ASD). OBJECTIVE To evaluate the effectiveness and safety of interventions targeting sensory challenges in ASD. DATA SOURCES Databases, including Medline and PsycINFO. STUDY SELECTION Two investigators independently screened studies against predetermined criteria. DATA EXTRACTION One investigator extracted data with review by a second. Investigators independently assessed risk of bias and strength of evidence (SOE), or confidence in the estimate of effects. RESULTS Twenty-four studies, including 20 randomized controlled trials (RCTs), were included. Only 3 studies had low risk of bias. Populations, interventions, and outcomes varied. Limited, short-term studies reported potential positive effects of several approaches in discrete skill domains. Specifically, sensory integration-based approaches improved sensory and motor skills-related measures (low SOE). Environmental enrichment improved nonverbal cognitive skills (low SOE). Studies of auditory integration-based approaches did not improve language (low SOE). Massage improved symptom severity and sensory challenges in studies with likely overlapping participants (low SOE). Music therapy studies evaluated different protocols and outcomes, precluding synthesis (insufficient SOE). Some positive effects were reported for other approaches, but findings were inconsistent (insufficient SOE). LIMITATIONS Studies were small and short-term, and few fully categorized populations. CONCLUSIONS Some interventions may yield modest short-term (<6 months) improvements in sensory- and ASD symptom severity-related outcomes; the evidence base is small, and the durability of the effects is unclear. Although some therapies may hold promise, substantial needs exist for continuing improvements in methodologic rigor.
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Affiliation(s)
| | - Nila Sathe
- Department of Health Policy, Vanderbilt Evidence-based Practice Center, Institute for Medicine and Public Health, Vanderbilt University Medical Center, Nashville, Tennessee
| | - Melissa L McPheeters
- Department of Health Policy, Vanderbilt Evidence-based Practice Center, Institute for Medicine and Public Health, Vanderbilt University Medical Center, Nashville, Tennessee
| | - Zachary E Warren
- Departments of Pediatrics, and.,Psychiatry, Vanderbilt Kennedy Center, and
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Machado ACCDP, Oliveira SRD, Magalhães LDC, Miranda DMD, Bouzada MCF. PROCESSAMENTO SENSORIAL NO PERÍODO DA INFÂNCIA EM CRIANÇAS NASCIDAS PRÉ-TERMO: REVISÃO SISTEMÁTICA. REVISTA PAULISTA DE PEDIATRIA 2017; 35:92-101. [PMID: 28977307 PMCID: PMC5417800 DOI: 10.1590/1984-0462/;2017;35;1;00008] [Citation(s) in RCA: 25] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 05/04/2016] [Accepted: 08/24/2016] [Indexed: 11/22/2022]
Abstract
Objective: To conduct a systematic search for grounded and quality evidence of sensory processing in preterm infants during childhood. Data source: The search of the available literature on the theme was held in the following electronic databases: Medical Literature Analysis and Retrieval System Online (Medline)/PubMed, Latin American and Caribbean Literature in Health Sciences (Lilacs)/Virtual Library in Health (BVS), Índice Bibliográfico Español de Ciencias de la Salud (IBECS)/BVS, Scopus, and Web of Science. We included only original indexed studies with a quantitative approach, which were available in full text on digital media, published in Portuguese, English, or Spanish between 2005 and 2015, involving children aged 0-9years. Data synthesis: 581 articles were identified and eight were included. Six studies (75%) found high frequency of dysfunction in sensory processing in preterm infants. The association of sensory processing with developmental outcomes was observed in three studies (37.5%). The association of sensory processing with neonatal characteristics was observed in five studies (62.5%), and the sensory processing results are often associated with gestational age, male gender, and white matter lesions. Conclusions: The current literature suggests that preterm birth affects the sensory processing, negatively. Gestational age, male gender, and white matter lesions appear as risk factors for sensoryprocessing disorders in preterm infants. The impairment in the ability to receivesensory inputs, to integrateand to adapt to them seems to have a negative effect on motor, cognitive, and language development of these children. We highlight the feasibility of identifying sensory processing disorders early in life, favoring early clinical interventions.
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Betancourt MA, Dethorne LS, Karahalios K, Kim JG. Skin Conductance as an
In Situ
Marker for Emotional Arousal in Children with Neurodevelopmental Communication Impairments. ACM TRANSACTIONS ON ACCESSIBLE COMPUTING 2017. [DOI: 10.1145/3035536] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/20/2022]
Abstract
Even though electrodermal activity has been widely used in the study of psychological states and processes for over 130 years, the use of such technology
in situ,
within the context of daily activities, remains a major challenge. Recent technological advancements have led to the development of wearable biosensors that noninvasively measure electrical conductance across the skin. These biosensors represent a new approach for skin conductance assessment, as a proxy for emotional arousal, in children with neurodevelopmental communication impairments who are often described as having difficulties with emotional regulation, expressing thoughts and feelings, and present a higher prevalence of challenging behaviors. Here we provide an overview of skin conductance and explore the benefits of recent technological advancements for applied research and clinical practice. We draw on user experience from two experimental interventions involving eight children with neurodevelopmental impairments. In both cases investigators monitored phasic and tonic EDA measures
in situ
using wearable biosensors. We share the behavioral and technical challenges experienced across these two experimental contexts, and propose associated considerations for future use. Specifically, sensor functioning, synchronization, and data preprocessing/analysis difficulties, as well as behavioral findings related to developmental differences, sensor tolerance over time, and sensor placement are discussed.
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Mills C, Chapparo C, Hinitt J. The impact of an in-class sensory activity schedule on task performance of children with autism and intellectual disability: A pilot study. Br J Occup Ther 2016. [DOI: 10.1177/0308022616639989] [Citation(s) in RCA: 23] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Introduction There is limited evidence to support use of sensory interventions by teachers in the classroom. The purpose of this pilot study is to determine the effectiveness of sensory activity schedule intervention in supporting participation and increasing classroom task performance in students with autism. Method A non-concurrent, AB single system research design across multiple baselines was used with four students with autism who attended an autism-specific school. Students demonstrated atypical sensory processing, which negatively affected their school performance. Repeated baseline and intervention data were collected by school staff using video recording during classroom tasks. Tasks performed were designated by the child’s teacher. Stage one of the Perceive, Recall, Plan, Perform System of Task Analysis was used as a repeated measure of student performance. Ratings were carried out by independent raters who were blinded to the condition of performance. Results Results revealed three out of four students achieved significant improvements in classroom task performance following the use of sensory activity schedule intervention developed in consultation with an occupational therapist as measured by the task analysis. Conclusion This study provides emerging evidence for the use of sensory activity schedule intervention in the classroom for students with autism.
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Affiliation(s)
- Caroline Mills
- PhD Candidate, University of Sydney, Sydney, Australia; Occupational Therapist, Autism Spectrum Australia (Aspect), Sydney, Australia
| | - Christine Chapparo
- Senior Lecturer, Discipline of Occupational Therapy, Faculty of Health Sciences, University of Sydney, Sydney, Australia
| | - Joanne Hinitt
- Lecturer, Discipline of Occupational Therapy, Faculty of Health Sciences, University of Sydney, Sydney, Australia
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Shadish WR, Zelinsky NAM, Vevea JL, Kratochwill TR. A survey of publication practices of single-case design researchers when treatments have small or large effects. J Appl Behav Anal 2016; 49:656-73. [DOI: 10.1002/jaba.308] [Citation(s) in RCA: 78] [Impact Index Per Article: 9.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/26/2015] [Accepted: 12/03/2015] [Indexed: 11/12/2022]
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Watling R, Hauer S. Effectiveness of Ayres Sensory Integration® and Sensory-Based Interventions for People With Autism Spectrum Disorder: A Systematic Review. Am J Occup Ther 2015; 69:6905180030p1-12. [DOI: 10.5014/ajot.2015.018051] [Citation(s) in RCA: 66] [Impact Index Per Article: 7.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
Abstract
This systematic review examines the literature published from January 2006 through April 2013 related to the effectiveness of Ayres Sensory Integration® (ASI) and sensory-based interventions (SBIs) within the scope of occupational therapy for people with autism spectrum disorder to improve performance in daily life activities and occupations. Of the 368 abstracts screened, 23 met the inclusion criteria and were reviewed. Moderate evidence was found to support the use of ASI. The results for sensory-based methods were mixed. Recommendations include performing higher level studies with larger samples, using the Fidelity Measure in studies of ASI, and using carefully operationalized definitions and systematic methods in examination of SBIs.
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Affiliation(s)
- Renee Watling
- Renee Watling, PhD, OTR/L, FAOTA, is Visiting Assistant Professor, School of Occupational Therapy, University of Puget Sound, Tacoma, WA. This work was completed while Dr. Watling was at the University of Washington, Seattle;
| | - Sarah Hauer
- Sarah Hauer, MOT, OTR/L, is Owner, Summit Pediatric Therapy, Renton, WA
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