THE USE OF TELEPRACTICE FOR COMMUNICATION AND BEHAVIORAL CHALLENGES FOR INDIVIDUALS WITH ASD AND ID

Currently, the rate of individuals with autism spectrum disorder (ASD) is growing and further research is needed to understand what evidence-based practices are effective for this population. To contribute further to the already existing literature, the three studies expand on previous reviews and studies by adding information on whom these intervention best serve. The first review is a meta-analysis, which examines four moderators for individuals with ASD and intellectual disability (ID). The authors evaluated the effects of dosage, feedback, age, and years of training for interventionists on social communication and challenging behavior for individuals with ASD and ID. Although there were no statistically significant differences within the moderators, further inspection is warranted. Findings indicate moderate or small effect on social communication or challenging behavior for individuals with ASD and ID. Limitations and future research is discussed. The second study reviews the quality of single case and group design studies using Standards for Excellence in Education Research (SEER) and an adaptation of What Works Clearinghouse (WWC) for 30 studies. The studies included individuals with ASD or ID who were working towards improving their social communication skills or decreasing challenging behavior. Several implications for practitioners and researchers were expanded on. The third was a single case study with three parent-child dyads who are from Spanish speaking homes and have ASD as a diagnosis. Parents were taught a multimodal communication intervention using telepractice as a delivery mode in their own natural environment

Methodology: Systematic Review and Meta-analysis of the AAC Literature for People with Autism Spectrum Disorder or Intellectual Disabilities who have Complex Communication Needs through 2020

A comprehensive meta-analysis examining the impacts of augmentative and alternative communication for individuals with complex communication needs was conducted, examining the relationship between social-communicative and educational outcomes and use of augmentative and alternative communication devices and across potential moderating variables. This document reports the methodology of the project as a whole, describing overarching procedures. Given the comprehensiveness of the review and meta-analysis, results of this review are reported in digestible groupings of types of research designs, types of research questions, and moderator groupings. Each of the resulting papers cite this primary document, as do additional reviews derived from the assembled data set. The documents herewith report the overarching methodology of the project, including the following. The document searches occurred in 2018 and 2020, resulting in 7,327 documents reviewed for title/abstract indication of meeting inclusion criteria. Full text document review was conducted for 1,758 documents for the next inclusion/exclusion gate. Documents were divided into group design (n = 132) and single-case experimental design (SCED) documents (n = 547) and reviewed for basic design criteria, resulting in 59 group design documents and 257 SCED documents. Lead project authors conducted screening remaining documents for false positives, resulting in 20 group and 176 SCED documents remaining for further analysis. Data extraction and potential moderator variable coding procedures are described in detail, with relevant coding manuals and other materials attached. Effect size metrics used for meta-analytic procedures are detailed.The research described here is supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R324A180110 to Texas A&M University. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Educatio

PRISMA Flow Diagram of the Search Process

PRISMA Flow Diagram of the Search Process for the studies "A Meta-Analytic Review of Single-Case Research across Cultures on Caregiver Involvement in Communication Skills for Individuals with ASD and IDD" and "Caregiver Involvement in Communication Intervention for Culturally and Linguistically Diverse Families with Individuals with ASD and IDD: A Systematic Review

Criteria for Title and Abstract Review and Full Text Review

Criteria for Title and Abstract Review and Full-Text Review for the studies "A Meta-Analytic Review of Single-Case Research across Cultures on Caregiver Involvement in Communication Skills for Individuals with ASD and IDD

PRISMA Flow Diagram of the Search Process

PRISMA Flow Diagram of the Search Process for the studies "A Meta-Analytic Review of Single-Case Research across Cultures on Caregiver Involvement in Communication Skills for Individuals with ASD and IDD" and "Caregiver Involvement in Communication Intervention for Culturally and Linguistically Diverse Families with Individuals with ASD and IDD: A Systematic Review

Criteria for Title and Abstract Review and Full Text Review

Criteria for Title and Abstract Review and Full-Text Review for the studies "A Meta-Analytic Review of Single-Case Research across Cultures on Caregiver Involvement in Communication Skills for Individuals with ASD and IDD

杜甫「詩史」意涵重估

Databases and Search Terms for Article Identification in English, Chinese, and Japanese Studies for the studies "A Meta-Analytic Review of Single-Case Research across Cultures on Caregiver Involvement in Communication Skills for Individuals with ASD and IDD" and "Caregiver Involvement in Communication Intervention for Culturally and Linguistically Diverse Families with Individuals with ASD and IDD: A Systematic Review