1
|
Sherwood KL, Smith MJ, Eldredge MA. The Need for Technology-Aided Instruction and Intervention Policy for Autistic Youth. JOURNAL OF DISABILITY POLICY STUDIES 2024; 35:54-64. [PMID: 38883993 PMCID: PMC11178338 DOI: 10.1177/10442073221150603] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/18/2024]
Abstract
This paper examines current technology-aided instruction and intervention (TAII) available for autistic transition-age youth (TAY) and existing policies that may support or hinder the delivery of these interventions. Specifically, we focus on policies that might influence the delivery of TAII to autistic TAY. After a careful review of the literature, we observed that postsecondary policy guiding the delivery of TAII designed to support autistic TAY is lacking. TAII have demonstrated effectiveness, usability, sustainability, and cost-effectiveness, particularly with this population. We suggest possibilities for future policies to support the development, implementation, and evaluation of TAII for autistic TAY.
Collapse
Affiliation(s)
- Kari L Sherwood
- School of Social Work, University of Michigan; 1080 South University Avenue, Ann Arbor, MI 48109
- Department of Psychology, University of Michigan; 530 Church St., Ann Arbor, MI 48109
| | - Matthew J Smith
- School of Social Work, University of Michigan; 1080 South University Avenue, Ann Arbor, MI 48109
| | - Mary A Eldredge
- St. Mary Mercy Center for Family Care; 37595 W Seven Mile Rd, Livonia, MI 48152
| |
Collapse
|
2
|
Dechsling A, Orm S, Kalandadze T, Sütterlin S, Øien RA, Shic F, Nordahl-Hansen A. Virtual and Augmented Reality in Social Skills Interventions for Individuals with Autism Spectrum Disorder: A Scoping Review. J Autism Dev Disord 2021; 52:4692-4707. [PMID: 34783991 PMCID: PMC9556391 DOI: 10.1007/s10803-021-05338-5] [Citation(s) in RCA: 15] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 10/20/2021] [Indexed: 11/25/2022]
Abstract
In the last decade, there has been an increase in publications on technology-based interventions for autism spectrum disorder (ASD). Virtual reality based assessments and intervention tools are promising and have shown to be acceptable amongst individuals with ASD. This scoping review reports on 49 studies utilizing virtual reality and augmented reality technology in social skills interventions for individuals with ASD. The included studies mostly targeted children and adolescents, but few targeted very young children or adults. Our findings show that the mode number of participants with ASD is low, and that female participants are underrepresented. Our review suggests that there is need for studies that apply virtual and augmented realty with more rigorous designs involving established and evidenced-based intervention strategies.
Collapse
Affiliation(s)
- Anders Dechsling
- Faculty of Teacher Education and Languages, Østfold University College, B R A veien 4, 1757, Halden, Norway.
| | - Stian Orm
- Department of Welfare and Participation, Western Norway University of Applied Sciences, Bergen, Norway
| | - Tamara Kalandadze
- Faculty of Teacher Education and Languages, Østfold University College, B R A veien 4, 1757, Halden, Norway
| | - Stefan Sütterlin
- Faculty of Computer Science, Albstadt-Sigmaringen University, Sigmaringen, Germany.,Faculty of Health, Welfare and Organisation, Østfold University College, Halden, Norway
| | - Roald A Øien
- Department of Education, The Arctic University of Norway - University of Tromsø, Tromsö, Norway.,Child Study Center, Yale University School of Medicine, New Haven, USA
| | - Frederick Shic
- Center for Child Health, Behavior and Development, Seattle Children's Research Institute, Seattle, USA.,Department of Pediatrics, University of Washington School of Medicine, Washington, USA
| | - Anders Nordahl-Hansen
- Faculty of Teacher Education and Languages, Østfold University College, B R A veien 4, 1757, Halden, Norway
| |
Collapse
|
3
|
Pallathra AA, Cordero L, Wong K, Brodkin ES. Psychosocial Interventions Targeting Social Functioning in Adults on the Autism Spectrum: a Literature Review. Curr Psychiatry Rep 2019; 21:5. [PMID: 30706149 PMCID: PMC6666386 DOI: 10.1007/s11920-019-0989-0] [Citation(s) in RCA: 24] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/15/2023]
Abstract
PURPOSE OF REVIEW There is a perceived shortage of evidence-based treatment programs for adults on the autism spectrum. This article reviews the recent research literature on psychosocial/behavioral interventions targeting social functioning in autistic adults without intellectual disability. RECENT FINDINGS We identified only 41 peer-reviewed studies published from 1980 to 2017 that tested intervention programs focused on one or more of the behavioral components of social functioning (i.e., social motivation, social anxiety, social cognition, and social skills) in more than one adult with autism spectrum disorder (ASD). The studies demonstrated substantial variability in treatment objectives, intervention procedures, assessment methods, and methodologic quality. The results indicate a strong need for additional research to develop and rigorously test interventions for autistic adults that target the many behavioral components of social functioning and that include procedures to promote generalization of knowledge and skills to community settings.
Collapse
Affiliation(s)
- Ashley A. Pallathra
- Department of Psychiatry, Perelman School of Medicine at the University of Pennsylvania, Translational Research Laboratory, 125 South 31st Street, Room 2202, Philadelphia, PA 19104-3403, USA
| | - Lucero Cordero
- Department of Psychiatry, Perelman School of Medicine at the University of Pennsylvania, Translational Research Laboratory, 125 South 31st Street, Room 2202, Philadelphia, PA 19104-3403, USA
| | - Kennedy Wong
- Department of Psychiatry, Perelman School of Medicine at the University of Pennsylvania, Translational Research Laboratory, 125 South 31st Street, Room 2202, Philadelphia, PA 19104-3403, USA
| | - Edward S. Brodkin
- Department of Psychiatry, Perelman School of Medicine at the University of Pennsylvania, Translational Research Laboratory, 125 South 31st Street, Room 2202, Philadelphia, PA 19104-3403, USA
| |
Collapse
|
4
|
Yang YJD, Allen T, Abdullahi SM, Pelphrey KA, Volkmar FR, Chapman SB. Brain responses to biological motion predict treatment outcome in young adults with autism receiving Virtual Reality Social Cognition Training: Preliminary findings. Behav Res Ther 2017; 93:55-66. [PMID: 28384509 DOI: 10.1016/j.brat.2017.03.014] [Citation(s) in RCA: 42] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/10/2016] [Revised: 03/02/2017] [Accepted: 03/27/2017] [Indexed: 01/18/2023]
Abstract
Autism Spectrum Disorder (ASD) is characterized by remarkable heterogeneity in social, communication, and behavioral deficits, creating a major barrier in identifying effective treatments for a given individual with ASD. To facilitate precision medicine in ASD, we utilized a well-validated biological motion neuroimaging task to identify pretreatment biomarkers that can accurately forecast the response to an evidence-based behavioral treatment, Virtual Reality-Social Cognition Training (VR-SCT). In a preliminary sample of 17 young adults with high-functioning ASD, we identified neural predictors of change in emotion recognition after VR-SCT. The predictors were characterized by the pretreatment brain activations to biological vs. scrambled motion in the neural circuits that support (a) language comprehension and interpretation of incongruent auditory emotions and prosody, and (b) processing socio-emotional experience and interpersonal affective information, as well as emotional regulation. The predictive value of the findings for individual adults with ASD was supported by regression-based multivariate pattern analyses with cross validation. To our knowledge, this is the first pilot study that shows neuroimaging-based predictive biomarkers for treatment effectiveness in adults with ASD. The findings have potentially far-reaching implications for developing more precise and effective treatments for ASD.
Collapse
Affiliation(s)
- Y J Daniel Yang
- Autism and Neurodevelopmental Disorders Institute, The George Washington University and Children's National Health System, Washington, DC 20052, USA; Child Study Center, Yale University School of Medicine, New Haven, CT 06520, USA.
| | - Tandra Allen
- Center for BrainHealth, The University of Texas at Dallas, Dallas, TX 75235, USA
| | - Sebiha M Abdullahi
- Child Study Center, Yale University School of Medicine, New Haven, CT 06520, USA
| | - Kevin A Pelphrey
- Autism and Neurodevelopmental Disorders Institute, The George Washington University and Children's National Health System, Washington, DC 20052, USA
| | - Fred R Volkmar
- Child Study Center, Yale University School of Medicine, New Haven, CT 06520, USA
| | - Sandra B Chapman
- Center for BrainHealth, The University of Texas at Dallas, Dallas, TX 75235, USA
| |
Collapse
|
5
|
Rosen R, Weiss PL, Zancanaro M, Gal E. Usability of a video modeling computer application for the vocational training of adolescents with autism spectrum disorder. Br J Occup Ther 2017. [DOI: 10.1177/0308022616680367] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Introduction Young adults with autism spectrum disorders often face substantial difficulty finding and retaining paid employment. This study aimed at evaluating the usability of Ready, Set, Work!, a video modeling application for use by adolescents with and without autism spectrum disorders, for participation in the vocational world, and to test whether it can discriminate between these two groups in terms of their response to simulated social dilemmas within vocational contexts. Method Twenty adolescents with autism spectrum disorders and 20 typically developing adolescents, aged 16–21 years, were trained to use the application, followed by completion of two usability tools: the Intrinsic Motivation Scale and a relevance questionnaire. Result Both groups found the application to be useful and relevant as a job readiness tool. The autism spectrum disorders group had significantly greater difficulty in identifying adaptive and maladaptive responses ( Z = −2.74, p ≤ 0.05) and found the application to be more relevant compared to the control group ( Z = −1.69, p ≤ 0.05). Conclusion Ready, Set, Work! appears to have good usability and social validity, suggesting the potential of this computerized video modeling tool to provide support for the acquisition and improvement of social vocational skills in adolescents in general and specifically in those with autism spectrum disorders.
Collapse
Affiliation(s)
- Rotem Rosen
- Occupational Therapist, Department of Occupational Therapy, Faculty of Social Welfare & Health Sciences, University of Haifa, Israel
| | - Patrice L Weiss
- Head of the Laboratory for Innovations in Rehabilitation Technology, Department of Occupational Therapy, Faculty of Social Welfare & Health Sciences, University of Haifa, Israel
| | | | - Eynat Gal
- Researcher, Department of Occupational Therapy, Faculty of Social Welfare & Health Sciences, University of Haifa, Israel
| |
Collapse
|
6
|
Miller HL, Bugnariu NL. Level of Immersion in Virtual Environments Impacts the Ability to Assess and Teach Social Skills in Autism Spectrum Disorder. CYBERPSYCHOLOGY BEHAVIOR AND SOCIAL NETWORKING 2016; 19:246-56. [PMID: 26919157 PMCID: PMC4827274 DOI: 10.1089/cyber.2014.0682] [Citation(s) in RCA: 51] [Impact Index Per Article: 6.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
Abstract
Virtual environments (VEs) may be useful for delivering social skills interventions to individuals with autism spectrum disorder (ASD). Immersive VEs provide opportunities for individuals with ASD to learn and practice skills in a controlled replicable setting. However, not all VEs are delivered using the same technology, and the level of immersion differs across settings. We group studies into low-, moderate-, and high-immersion categories by examining five aspects of immersion. In doing so, we draw conclusions regarding the influence of this technical manipulation on the efficacy of VEs as a tool for assessing and teaching social skills. We also highlight ways in which future studies can advance our understanding of how manipulating aspects of immersion may impact intervention success.
Collapse
Affiliation(s)
- Haylie L Miller
- Department of Physical Therapy, University of North Texas Health Science Center , Fort Worth, Texas
| | - Nicoleta L Bugnariu
- Department of Physical Therapy, University of North Texas Health Science Center , Fort Worth, Texas
| |
Collapse
|
7
|
Peyroux E, Franck N. Improving Social Cognition in People with Schizophrenia with RC2S: Two Single-Case Studies. Front Psychiatry 2016; 7:66. [PMID: 27199776 PMCID: PMC4842761 DOI: 10.3389/fpsyt.2016.00066] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/31/2016] [Accepted: 04/01/2016] [Indexed: 12/03/2022] Open
Abstract
Difficulties in social interactions are a central characteristic of people with schizophrenia, and can be partly explained by impairments of social cognitive processes. New strategies of cognitive remediation have been recently developed to target these deficits. The RC2S therapy is an individualized and partly computerized program through which patients practice social interactions and develop social cognitive abilities with simulation techniques in a realistic environment. Here, we present the results of two case-studies involving two patients with schizophrenia presenting with specific profiles of impaired social cognition. Each patient completed three baseline sessions, 14 treatment sessions, and 3 follow-up sessions at the end of the therapy - and for 1 patient, another 3 sessions 9 months later. We used a multiple baseline design to assess specific components of social cognition according to the patients' profiles. Functioning and symptomatology were also assessed at the end of the treatment and 6 months later. Results highlight significant improvements in the targeted social cognitive processes and positive changes in functioning in the long term. The RC2S program seems, thus, to be a new useful program for social cognitive remediation in schizophrenia.
Collapse
Affiliation(s)
- Elodie Peyroux
- Rehabilitation Department (CL3R), Le Vinatier Hospital, Lyon, France; UMR 5229, Center of Cognitive Neurosciences, CNRS, Lyon, France
| | - Nicolas Franck
- Rehabilitation Department (CL3R), Le Vinatier Hospital, Lyon, France; UMR 5229, Center of Cognitive Neurosciences, CNRS, Lyon, France; University Claude Bernard, University of Lyon, Lyon, France
| |
Collapse
|
8
|
Chown N. Do Researchers Evaluate Psychosocial Interventions for Autism from the Perspective of the Three Dominant Cognitive Autism Theories? REVIEW JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 2015. [DOI: 10.1007/s40489-015-0049-6] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/31/2022]
|
9
|
Tartaro A, Cassell J, Ratz C, Lira J, Nanclares-Nogués V. Accessing Peer Social Interaction. ACM TRANSACTIONS ON ACCESSIBLE COMPUTING 2015. [DOI: 10.1145/2700434] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Abstract
Autism spectrum and related communication and social disorders can severely affect some children's ability to engage in peer social interaction. In this article, we describe and evaluate an Authorable Virtual Peer (AVP), technology designed to help children access peer interactions by supporting them in developing critical social skills. Children interact with the AVP in three ways: (1) engaging in face-to-face interaction with a life-sized, computer-animated child; (2) creating new social behaviors for the AVP; and (3) controlling the AVP using a graphical user interface to select appropriate responses while the AVP interacts with another person. Our evaluation suggests that when an AVP is used as an activity during a social group intervention, a common intervention approach used with children with social and communication difficulties, that children's use of specific social behaviors critical to successful social interaction increases during role-play of common social situations with another child.
Collapse
Affiliation(s)
| | | | - Corina Ratz
- The Chicago School of Professional Psychology, Chicago, IL
| | | | | |
Collapse
|
10
|
Smith MJ, Ginger EJ, Wright K, Wright MA, Taylor JL, Humm LB, Olsen DE, Bell MD, Fleming MF. Virtual reality job interview training in adults with autism spectrum disorder. J Autism Dev Disord 2014; 44:2450-63. [PMID: 24803366 PMCID: PMC4167908 DOI: 10.1007/s10803-014-2113-y] [Citation(s) in RCA: 120] [Impact Index Per Article: 12.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Abstract
The feasibility and efficacy of virtual reality job interview training (VR-JIT) was assessed in a single-blinded randomized controlled trial. Adults with autism spectrum disorder were randomized to VR-JIT (n = 16) or treatment-as-usual (TAU) (n = 10) groups. VR-JIT consisted of simulated job interviews with a virtual character and didactic training. Participants attended 90 % of laboratory-based training sessions, found VR-JIT easy to use and enjoyable, and they felt prepared for future interviews. VR-JIT participants had greater improvement during live standardized job interview role-play performances than TAU participants (p = 0.046). A similar pattern was observed for self-reported self-confidence at a trend level (p = 0.060). VR-JIT simulation performance scores increased over time (R(2) = 0.83). Results indicate preliminary support for the feasibility and efficacy of VR-JIT, which can be administered using computer software or via the internet.
Collapse
Affiliation(s)
- Matthew J Smith
- Department of Psychiatry and Behavioral Sciences, Northwestern University Feinberg School of Medicine, 446 E. Ontario Suite 7-100, Chicago, IL, 60611, USA,
| | | | | | | | | | | | | | | | | |
Collapse
|
11
|
Peyroux E, Franck N. RC2S: A Cognitive Remediation Program to Improve Social Cognition in Schizophrenia and Related Disorders. Front Hum Neurosci 2014; 8:400. [PMID: 24982627 PMCID: PMC4055942 DOI: 10.3389/fnhum.2014.00400] [Citation(s) in RCA: 43] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/02/2014] [Accepted: 05/18/2014] [Indexed: 01/18/2023] Open
Abstract
In people with psychiatric disorders, particularly those suffering from schizophrenia and related illnesses, pronounced difficulties in social interactions are a key manifestation. These difficulties can be partly explained by impairments in social cognition, defined as the ability to understand oneself and others in the social world, which includes abilities such as emotion recognition, theory of mind (ToM), attributional style, and social perception and knowledge. The impact of several kinds of interventions on social cognition has been studied recently. The best outcomes in the area of social cognition in schizophrenia are those obtained by way of cognitive remediation programs. New strategies and programs in this line are currently being developed, such as RC2S (cognitive remediation of social cognition) in Lyon, France. Considering that the social cognitive deficits experienced by patients with schizophrenia are very diverse, and that the main objective of social cognitive remediation programs is to improve patients' functioning in their daily social life, RC2S was developed as an individualized and flexible program that allows patients to practice social interaction in a realistic environment through the use of virtual reality techniques. In the RC2S program, the patient's goal is to assist a character named Tom in various social situations. The underlying idea for the patient is to acquire cognitive strategies for analyzing social context and emotional information in order to understand other characters' mental states and to help Tom manage his social interactions. In this paper, we begin by presenting some data regarding the social cognitive impairments found in schizophrenia and related disorders, and we describe how these deficits are targeted by social cognitive remediation. Then we present the RC2S program and discuss the advantages of computer-based simulation to improve social cognition and social functioning in people with psychiatric disorders.
Collapse
Affiliation(s)
- Elodie Peyroux
- Rehabilitation Department (CL3R), Le Vinatier Hospital, Lyon, France
- UMR 5229, Center of Cognitive Neurosciences, CNRS, Bron, France
- University of Lyon, Lyon, France
| | - Nicolas Franck
- Rehabilitation Department (CL3R), Le Vinatier Hospital, Lyon, France
- UMR 5229, Center of Cognitive Neurosciences, CNRS, Bron, France
- University of Lyon, Lyon, France
| |
Collapse
|
12
|
A Targeted Review of Computer-Assisted Learning for People with Autism Spectrum Disorder: Towards a Consistent Methodology. REVIEW JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 2013. [DOI: 10.1007/s40489-013-0003-4] [Citation(s) in RCA: 26] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/12/2023]
|
13
|
Brief report: examining the link between autistic traits and compulsive Internet use in a non-clinical sample. J Autism Dev Disord 2013; 42:2252-6. [PMID: 22350338 DOI: 10.1007/s10803-012-1465-4] [Citation(s) in RCA: 25] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/14/2022]
Abstract
Individuals with autism spectrum disorders or autistic traits may profit from Internet and computer-mediated interactions, but there is concern about their Internet use becoming compulsive. This study investigated the link between autistic traits and Internet use in a 2-wave longitudinal study with a non-clinical community sample (n = 390). As compared to people with less autistic traits, people with more autistic traits did not report a higher frequency of Internet use, but they were more prone to compulsive Internet use. For women, more autistic traits predicted an increase in compulsive Internet use over time. These results suggest that, despite its appeal for people with autistic traits, the Internet carries the risk of compulsive use.
Collapse
|
14
|
Bishop-Fitzpatrick L, Minshew NJ, Eack SM. A systematic review of psychosocial interventions for adults with autism spectrum disorders. J Autism Dev Disord 2013; 43:687-94. [PMID: 22825929 PMCID: PMC3508309 DOI: 10.1007/s10803-012-1615-8] [Citation(s) in RCA: 87] [Impact Index Per Article: 7.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
Abstract
Individuals with autism spectrum disorders (ASD) spend the majority of their lives as adults, and psychosocial interventions show promise for improving outcomes in this population. This research conducted a systematic review of all peer-review studies evaluating psychosocial interventions for adults with ASD. A total of 1,217 studies were reviewed, only 13 met inclusion criteria. The majority of studies were single case studies or non-randomized controlled trials, and most focused on applied behavior analysis or social cognition training. Effects of psychosocial treatment in adults with ASD were largely positive ranging from d = 0.14-3.59, although the quantity and quality of studies is limited. There is substantial need for the rigorous development and evaluation of psychosocial treatments for adults with ASD.
Collapse
Affiliation(s)
- Lauren Bishop-Fitzpatrick
- School of Social Work, University of Pittsburgh, 2117 Cathedral of Learning, 4200 Fifth Ave., Pittsburgh, PA 15260, USA.
| | | | | |
Collapse
|