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Vivanti G. What does it mean for an autism intervention to be evidence-based? Autism Res 2022; 15:1787-1793. [PMID: 36065991 DOI: 10.1002/aur.2792] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/10/2022] [Accepted: 08/02/2022] [Indexed: 11/06/2022]
Abstract
Although there is consensus in the field that individuals on the autism spectrum should receive interventions that are evidence-based, the concept of "evidence-based" is multifaceted and subject to ongoing development and debate. In this commentary, we review historical developments, methodological approaches, as well as areas of controversies and research directions in the establishment of an evidence base for autism intervention. LAY SUMMARY: What does it mean for an autism intervention to be evidence-based? In this commentary, we address this complex issue by examining historical developments, methodological approaches, as well as areas of ongoing debate in the establishment of evidence-based interventions for autism.
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Affiliation(s)
- Giacomo Vivanti
- A.J. Drexel Autism Institute, Drexel University, Philadelphia, Pennsylvania, USA
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Mailey C, Day-Watkins J, Pallathra AA, Eckerman DA, Brodkin ES, Connell JE. Using Adaptive Computer-based Instruction to Teach Staff to Implement a Social Skills Intervention. J Organ Behav Manage 2021; 41:2-15. [PMID: 34239214 DOI: 10.1080/01608061.2020.1776807] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Abstract
This study evaluated the effectiveness of an adaptive, computer-based staff training software program called Train-to-Code (TTC) to teach the administration of a social skills intervention. The software program actively trained participants to identify whether video models illustrated each step of the procedure effectively or ineffectively. Multiple exemplars of each step of the social skills task analysis were represented. Most-to-least prompting as well as feedback and error correction were embedded into the software program and prompts were faded through seven levels as the participant reached criterion accuracy. A multiple-probe across participants design was used to evaluate the effectiveness of this program by comparing pre- and post-training in vivo probes conducted with a confederate learner. All participant scores increased from pre-training to post-training, indicating that Train-to-Code was effective at teaching administration of the social skills intervention. These results have implications for training staff in applied community settings. Due to Train-to-Code's ability to be internet-based and to measure actual viewing performance, it has the potential for "distance training" deliveries.
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Yamamoto T, Okuno H, Tatsumi A, Sakai S, Mohri I, Taniike M. Use of a Sensing Device to Visualizes Group Participation in Social Skills Learning Groups. Front Psychiatry 2021; 12:642949. [PMID: 33927654 PMCID: PMC8076530 DOI: 10.3389/fpsyt.2021.642949] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/17/2020] [Accepted: 03/16/2021] [Indexed: 11/13/2022] Open
Abstract
Children with autism spectrum disorders (ASD) have difficulties in developing stable peer relationships. Interventions for learning social skills (SS) for such children are often conducted in a group. Behavioral imaging and social imaging, which have been called for in recent years, are methods for visualizing children's behaviors and interpersonal relationships. To examine the usefulness of visualizing face-to-face interaction with others in the social skills learning scene of children with ASD, we use a business microscope that can qualify and visualize face-to-face interactions automatically. We highlight two boys' face-to-face interaction changes in the same SS learning group of five children. The device's use may provide a more objective measurement that complements the observer's subjective evaluation in case of the intervention's validation. It is expected that information on face-to-face interactions will be used to determine the SS learning process in the future.
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Affiliation(s)
- Tomoka Yamamoto
- Molecular Research Center for Children's Mental Development, United Graduate School of Child Development, Osaka University, Suita, Japan
| | - Hiroko Okuno
- United Graduate School of Child Development, Osaka University, Suita, Japan
| | - Aika Tatsumi
- Molecular Research Center for Children's Mental Development, United Graduate School of Child Development, Osaka University, Suita, Japan
| | - Saeko Sakai
- United Graduate School of Child Development, Osaka University, Suita, Japan
- Research Development, Hyogo Institute for Traumatic Stress, Kobe, Japan
| | - Ikuko Mohri
- Molecular Research Center for Children's Mental Development, United Graduate School of Child Development, Osaka University, Suita, Japan
- United Graduate School of Child Development, Osaka University, Suita, Japan
| | - Masako Taniike
- Molecular Research Center for Children's Mental Development, United Graduate School of Child Development, Osaka University, Suita, Japan
- United Graduate School of Child Development, Osaka University, Suita, Japan
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Baker E, Veytsman E, Martin AM, Blacher J, Stavropoulos KKM. Increased Neural Reward Responsivity in Adolescents with ASD after Social Skills Intervention. Brain Sci 2020; 10:E402. [PMID: 32599849 DOI: 10.3390/brainsci10060402] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/22/2020] [Revised: 06/16/2020] [Accepted: 06/22/2020] [Indexed: 12/05/2022] Open
Abstract
The reward system has been implicated as a potential neural mechanism underlying social-communication deficits in individuals with autism spectrum disorder (ASD). However, it remains unclear whether the neural reward system in ASD is sensitive to behavioral interventions. The current study measured the reward positivity (RewP) in response to social and nonsocial stimuli in seven adolescents with ASD before and after participation in the Program for the Education and Enrichment of Relational Skills (PEERS®) intervention. This study also included seven neurotypical adolescents who were tested at two time points but did not receive intervention. We examined the RewP across the course of a task by comparing brain activity during the first versus second half of trials to understand patterns of responsivity over time. Improvements in social skills and decreased social-communication impairments for teens with ASD were observed after PEERS®. Event-related potential (ERP) results suggested increased reward sensitivity during the first half of trials in the ASD group after intervention. Adolescents with ASD who exhibited less reward-related brain activity before intervention demonstrated the greatest behavioral benefits from the intervention. These findings have implications for how neuroscience can be used as an objective outcome measure before and after intervention in ASD.
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Barrera M, Atenafu EG, Sung L, Bartels U, Schulte F, Chung J, Cataudella D, Hancock K, Janzen L, Saleh A, Strother D, Downie A, Zelcer S, Hukin J, McConnell D. A randomized control intervention trial to improve social skills and quality of life in pediatric brain tumor survivors. Psychooncology 2017; 27:91-98. [PMID: 28124799 DOI: 10.1002/pon.4385] [Citation(s) in RCA: 45] [Impact Index Per Article: 6.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/01/2016] [Revised: 01/05/2017] [Accepted: 01/23/2017] [Indexed: 01/16/2023]
Abstract
BACKGROUND To determine if a group social skills intervention program improves social competence and quality of life (QOL) in pediatric brain tumor survivors (PBTS). METHODS We conducted a randomized control trial in which PBTS (8-16 years old, off therapy for over 3 months) were allocated to receive social skills training (eg, cooperation, assertion, using social cognitive problem solving strategies, role playing, games, and arts and crafts) in 8 weekly 2-hour sessions, or an attention placebo control (games and arts and crafts only). Outcomes were self-reported, proxy-reported (caregiver), and teacher-reported using the Social Skills Rating System (SSRS), to measure social competence, and the Pediatric Quality of Life (PedsQL4.0, generic) to measure QOL at baseline, after intervention, and at 6 months follow-up. At baseline, SSRS were stratified into low and high scores and included as a covariate in the analysis. RESULTS Compared to controls (n = 48), PBTS in the intervention group (n = 43) reported significantly better total and empathy SSRS scores, with improvements persisting at follow-up. The PBTS in the intervention group who had low scores at baseline reported the greatest improvements. Proxy and teacher reports showed no intervention effect. CONCLUSIONS Participating in group social skills intervention can improve self-reported social competence that persisted to follow up. The PBTS should be given the opportunity to participate in social skills groups to improve social competence.
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Affiliation(s)
- Maru Barrera
- Psychology Department, Hematology/Oncology Division, Sick Kids Hospital, Toronto, Canada
| | - Eshetu G Atenafu
- Biostatistics Department, University Health Network, Toronto, Canada
| | - Lillian Sung
- Hematology/Oncology Division, Sick Kids Hospital, Toronto, Canada
| | - Ute Bartels
- Hematology/Oncology Division, Sick Kids Hospital, Toronto, Canada
| | - Fiona Schulte
- Psychology Department, Hematology/Oncology Division, Alberta Children's Hospital, Calgary, Canada
| | - Joanna Chung
- Psychology Department, Hematology/Oncology Division, BC Children's Hospital, Vancouver, Canada
| | - Danielle Cataudella
- Psychology Department, Hematology/Oncology Division, London Health Sciences Centre, London, Canada
| | - Kelly Hancock
- Psychology Department, Hematology/Oncology Division, Sick Kids Hospital, Toronto, Canada
| | - Laura Janzen
- Psychology Department, Hematology/Oncology Division, Sick Kids Hospital, Toronto, Canada
| | - Amani Saleh
- Psychology Department, Hematology/Oncology Division, Sick Kids Hospital, Toronto, Canada
| | - Douglas Strother
- Hematology/Oncology Division, Alberta Children's Hospital, Calgary, Canada
| | - Andrea Downie
- Psychology Department, Hematology/Oncology Division, London Health Sciences Centre, London, Canada
| | - Shayna Zelcer
- Hematology/Oncology Division, London Health Sciences Centre, London, Canada
| | - Juliette Hukin
- Hematology/Oncology Division, BC Children's Hospital, Vancouver, Canada
| | - Dina McConnell
- Psychology Department, Hematology/Oncology Division, BC Children's Hospital, Vancouver, Canada
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