Top

Journal of Autism and Developmental Disorders

Gepubliceerd in:

10-11-2020 | Original Paper

Digital Interventions for Autism Spectrum Disorder: A Meta-analysis

Auteurs: Helena Sandgreen, Line Hofmann Frederiksen, Niels Bilenberg

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 9/2021

Abstract

This study aimed to review digital interventions in the treatment of autism spectrum disorder (ASD). A systematic review and meta-analysis was conducted. Nineteen studies were included. The interventions aimed to improve social skills (n = 11), developmental skills (n = 2) and 6 other different targets. Technology used were computer programs (n = 14), tablet apps (n = 3), a robot (n = 1) and an interactive DVD (n = 1). The meta-analysis resulted in an overall effect size (Cohen’s d) of 0.32 [0.12–0.51], indicating a small effect. Heterogeneity between studies was high (I² = 100%), limiting the generalization of results. Therefore, we recommend larger RCT studies, and guidelines for the development of trials evaluating digital interventions for ASD, for making comparison of future studies possible.

Registration can be found online at Prospero: https://www.crd.york.ac.uk/prospero/, registration no. CRD42020146542.

vorige artikel Factor Structure of the Children’s Sleep Habits Questionnaire in Young Children with and Without Autism

volgende artikel Reduced Sensory Habituation in Autism and Its Correlation with Behavioral Measures

American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (4th ed., text rev.).

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.).

Cohen, J. (1977). Statistical power analysis for the behavioral sciences. New York: Academic Press.

Conaughton, R. J., Donovan, C. L., & March, S. (2017). Efficacy of an internet-based CBT program for children with comorbid High Functioning Autism Spectrum Disorder and anxiety: A randomised controlled trial. Journal of Affective Disorders, 218, 260–268. https://doi.org/10.1016/j.jad.2017.04.032CrossRefPubMed

De Vries, M., Prins, P. J. M., Schmand, B. A., & Geurts, H. M. (2014). Working memory and cognitive flexibility-training for children with an autism spectrum disorder: A randomized controlled trial. J Child Psychol Psychiatry. https://doi.org/10.1111/jcpp.12324CrossRefPubMed

Faja, S., Aylward, E., Bernier, R., & Dawson, G. (2008). Becoming a face expert: A computerized face-training program for high-functioning individuals with autism spectrum disorders. Developmental Neuropsychology, 33(1), 1–24. https://doi.org/10.1080/87565640701729573CrossRefPubMed

Faja, S., Webb, S. J., Jones, E., Merkle, K., Kamara, D., Bavaro, J., et al. (2012). The effects of face expertise training on the behavioral performance and brain activity of adults with high functioning autism spectrum disorders. Journal of Autism and Developmental Disorders, 42(2), 278–293. https://doi.org/10.1007/s10803-011-1243-8CrossRefPubMedPubMedCentral

Fletcher-Watson, S., Petrou, A., Scott-Barrett, J., Dicks, P., Graham, C., O’Hare, A., et al. (2016). A trial of an iPad^TM intervention targeting social communication skills in children with autism. Autism, 20(7), 771–782. https://doi.org/10.1177/1362361315605624CrossRefPubMed

Fridenson-Hayo, S., Berggren, S., Lassalle, A., Tal, S., Pigat, D., Meir-Goren, N., et al. (2017). ‘Emotiplay’: A serious game for learning about emotions in children with autism: Results of a cross-cultural evaluation. European Child & Adolescent Psychiatry, 26(8), 979–992. https://doi.org/10.1007/s00787-017-0968-0CrossRef

Golan, O., Ashwin, E., Granader, Y., McClintock, S., Day, K., Leggett, V., & Baron-Cohen, S. (2010). Enhancing emotion recognition in children with autism spectrum conditions: An intervention using animated vehicles with real emotional faces. Journal of Autism and Developmental Disorders, 40(3), 269–279. https://doi.org/10.1007/s10803-009-0862-9CrossRefPubMed

Golan, O., & Baron-Cohen, S. (2006). Systemizing empathy: Teaching adults with Asperger syndrome or high-functioning autism to recognize complex emotions using interactive multimedia. Development and Psychopathology, 18(2), 591–617. https://doi.org/10.1017/S0954579406060305CrossRefPubMed

Grynszpan, O., Weiss, P. L., Perez-Diaz, F., & Gal, E. (2014). Innovative technology-based interventions for autism spectrum disorders: A meta-analysis. Autism, 18(4), 346–361. https://doi.org/10.1177/1362361313476767CrossRefPubMed

Hatfield, M., Falkmer, M., Falkmer, T., & Ciccarelli, M. (2017). Effectiveness of the BOOST-A^TM online transition planning program for adolescents on the autism spectrum: A quasi-randomized controlled trial. Child and Adolescent Psychiatry and Mental Health, 11(1), 1–12. https://doi.org/10.1186/s13034-017-0191-2CrossRef

Higgins, J. P. T., Thompson, S. G., Deeks, J. J., & Altman, D. G. (2003). Measuring inconsistency in meta-analyses. British Medical Journal, 327(7414), 557–560. https://doi.org/10.1136/bmj.327.7414.557CrossRefPubMedPubMedCentral

Hollis, C., Falconer, C. J., Martin, J. L., Whittington, C., Stockton, S., Glazebrook, C., & Davies, E. B. (2017). Annual Research Review: Digital health interventions for children and young people with mental health problems: A systematic and meta-review. Journal of Child Psychology and Psychiatry, 58(4), 474–503. https://doi.org/10.1111/jcpp.12663CrossRefPubMed

Hopkins, I. M., Gower, M. W., Perez, T. A., Smith, D. S., Amthor, F. R., Casey Wimsatt, F., & Biasini, F. J. (2011). Avatar assistant: Improving social skills in students with an ASD through a computer-based intervention. Journal of Autism and Developmental Disorders, 41(11), 1543–1555. https://doi.org/10.1007/s10803-011-1179-zCrossRefPubMed

Humm, L. B., Olsen, D., Be, M., Fleming, M., & Smith, M. (2014). Simulated job interview improves skills for adults with serious mental illnesses. In Annual Review of Cybertherapy and Telemedicine 2014: Positive Change: Connecting the Virtual and the Real (Vol. 99, pp. 50–54). IOS Press. https://doi.org/https://doi.org/10.3233/978-1-61499-401-5-50

Jouen, A. L., Narzisi, A., Xavier, J., Tilmont, E., Bodeau, N., Bono, V., et al. (2017). GOLIAH (Gaming open library for intervention in autism at home): A 6-month single blind matched controlled exploratory study. Child and Adolescent Psychiatry and Mental Health, 11(1), 1–14. https://doi.org/10.1186/s13034-017-0154-7CrossRef

Kaufman, A. S., & Kaufman, N. L. (1990). Kaufman brief intelligence test. Circle Pines, MN: American Guidance Service.

Kumazaki, H., Muramatsu, T., Yoshikawa, Y., Corbett, B. A., Matsumoto, Y., Higashida, H., et al. (2019). Job interview training targeting nonverbal communication using an android robot for individuals with autism spectrum disorder. Autism. https://doi.org/10.1177/1362361319827134CrossRefPubMed

Kumazaki, H., Warren, Z., Corbett, B. A., Yoshikawa, Y., Matsumoto, Y., Higashida, H., et al. (2017). Android robot-mediated mock job interview sessions for young adults with autism spectrum disorder: A pilot study. Frontiers in Psychiatry, 8, 1–8. https://doi.org/10.3389/fpsyt.2017.00169CrossRef

Lai, M.-C., Lombardo, M. V., & Baron-Cohen, S. (2014). Autism. The Lancet, 383(9920), 896–910. https://doi.org/10.1016/S0140-6736(13)61539-1CrossRef

Lopata, C., Thomeer, M. L., Rodgers, J. D., Donnelly, J. P., & McDonald, C. A. (2016). RCT of mind reading as a component of a psychosocial treatment for high-functioning children with ASD. Research in Autism Spectrum Disorders, 21, 25–36. https://doi.org/10.1016/j.rasd.2015.09.003CrossRef

Milne, M., Raghavendra, P., Leibbrandt, R., & Powers, D. M. W. (2018). Personalisation and automation in a virtual conversation skills tutor for children with autism. Journal on Multimodal User Interfaces, 12(3), 257–269. https://doi.org/10.1007/s12193-018-0272-4CrossRef

Mitchell, P., Parsons, S., & Leonard, A. (2007). Using virtual environments for teaching social understanding to 6 adolescents with autistic spectrum disorders. Journal of Autism and Developmental Disorders, 37(3), 589–600. https://doi.org/10.1007/s10803-006-0189-8CrossRefPubMed

Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. G. (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. PLoS Medicine, 6(7), e1000097. https://doi.org/10.1371/journal.pmed.1000097CrossRefPubMedPubMedCentral

Odom, S. L., Thompson, J. L., Hedges, S., Boyd, B. A., Dykstra, J. R., Duda, M. A., et al. (2015). Technology-aided interventions and instruction for adolescents with autism spectrum disorder. Journal of Autism and Developmental Disorders, 45(12), 3805–3819. https://doi.org/10.1007/s10803-014-2320-6CrossRefPubMed

Parsons, D., Cordier, R., Lee, H., Falkmer, T., & Vaz, S. (2019). A randomised controlled trial of an information communication technology delivered intervention for children with autism spectrum disorder living in regional Australia. Journal of Autism and Developmental Disorders, 49(2), 569–581. https://doi.org/10.1007/s10803-018-3734-3CrossRefPubMed

Peters-Scheffer, N., Didden, R., Korzilius, H., & Matson, J. (2012). Cost comparison of early intensive behavioral intervention and treatment as usual for children with autism spectrum disorder in the Netherlands. Research in Developmental Disabilities. https://doi.org/10.1016/j.ridd.2012.04.006CrossRefPubMed

Ramdoss, S., Lang, R., Mulloy, A., Franco, J., O’Reilly, M., Didden, R., & Lancioni, G. (2011). Use of computer-based interventions to teach communication skills to children with autism spectrum disorders: a systematic review. Journal of Behavioral Education, 20(1), 55–76. https://doi.org/10.1007/s10864-010-9112-7CrossRef

Ramdoss, S., Machalicek, W., Rispoli, M., Mulloy, A., Lang, R., & O’Reilly, M. (2012). Computer-based interventions to improve social and emotional skills in individuals with autism spectrum disorders: A systematic review. Developmental Neurorehabilitation, 15(2), 119–135. https://doi.org/10.3109/17518423.2011.651655CrossRefPubMed

Rogge, N., & Janssen, J. (2019). The economic costs of autism spectrum disorder: A literature review. Journal of Autism and Developmental Disorders., 49, 2873–2900. https://doi.org/10.1007/s10803-019-04014-zCrossRefPubMed

Root, J. R., Stevenson, B. S., Davis, L. L., Geddes-Hall, J., & Test, D. W. (2017). Establishing computer-assisted instruction to teach academics to students with autism as an evidence-based practice. Journal of Autism and Developmental Disorders, 47(2), 275–284. https://doi.org/10.1007/s10803-016-2947-6CrossRefPubMed

Sandbank, M., Bottema-Beutel, K., Crowley, S., Cassidy, M., Dunham, K., Feldman, J. I., et al. (2020). Project AIM: Autism intervention meta-analysis for studies of young children. Psychological Bulletin, 146(1), 1–29. https://doi.org/10.1037/bul0000215CrossRefPubMed

Silver, M., & Oakes, P. (2001). Evaluation of a new computer intervention to teach people with autism or Asperger syndrome to recognize and predict emotions in others. Autism, 5(3), 299–316. https://doi.org/10.1177/1362361301005003007CrossRefPubMed

Spaniol, M. M., Shalev, L., Kossyvaki, L., & Mevorach, C. (2018). Attention training in autism as a potential approach to improving academic performance: A school-based pilot study. Journal of Autism and Developmental Disorders, 48(2), 592–610. https://doi.org/10.1007/s10803-017-3371-2CrossRefPubMed

Sterne, J., Savović, J., Page, M., Elbers, R., Blencowe, N., Boutron, I., et al. (2019). RoB 2: A revised tool for assessing risk of bias in randomised trials. BMJ, 366, I4898.CrossRef

Strickland, D. C., Coles, C. D., & Southern, L. B. (2013). JobTIPS: A transition to employment program for individuals with autism spectrum disorders. Journal of Autism and Developmental Disorders, 43(10), 2472–2483. https://doi.org/10.1007/s10803-013-1800-4CrossRefPubMedPubMedCentral

Tanaka, J. W., Wolf, J. M., Klaiman, C., Koenig, K., Cockburn, J., Herlihy, L., et al. (2010). Using computerized games to teach face recognition skills to children with autism spectrum disorder: The Let’s Face It! program. Journal of Child Psychology and Psychiatry and Allied Disciplines, 51(8), 944–952. https://doi.org/10.1111/j.1469-7610.2010.02258.xCrossRef

Voss, C., Schwartz, J., Daniels, J., Kline, A., Haber, N., Washington, P., et al. (2019). Effect of wearable digital intervention for improving socialization in children with autism spectrum disorder. JAMA Pediatrics, 173(5), 446. https://doi.org/10.1001/jamapediatrics.2019.0285CrossRefPubMedPubMedCentral

Whitehouse, A. J. O., Granich, J., Alvares, G., Busacca, M., Cooper, M. N., Dass, A., et al. (2017). A randomised controlled trial of an iPad-based application to complement early behavioural intervention in Autism Spectrum Disorder. Journal of Child Psychology and Psychiatry and Allied Disciplines, 58(9), 1042–1052. https://doi.org/10.1111/jcpp.12752CrossRef

WHO. (1992). The ICD-10 classification of mental and behavioural disorders: Clinical descriptions and diagnostic guidelines.

Zakzanis, K. K. (2001). Statistics to tell the truth, the whole truth, and nothing but the truth: formulae, illustrative numerical examples, and heuristic interpretation of effect size analyses for neuropsychological researchers. Archives of Clinical Neuropsychology, 16(7), 653–667.CrossRef

Titel: Digital Interventions for Autism Spectrum Disorder: A Meta-analysis
Auteurs: Helena Sandgreen
Line Hofmann Frederiksen
Niels Bilenberg
Publicatiedatum: 10-11-2020
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 9/2021
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-020-04778-9

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 9/2021

Effectiveness of Adaptive Care Plans for Children with Developmental Disabilities During Outpatient Clinic Appointments

Identifying Areas of Overlap and Distinction in Early Lexical Profiles of Children with Autism Spectrum Disorder, Late Talkers, and Typical Talkers

Reminiscing and Autobiographical Memory in ASD: Mother–Child Conversations About Emotional Events and How Preschool-Aged Children Recall the Past

Reduced Sensory Habituation in Autism and Its Correlation with Behavioral Measures

Observed Social Emotional Behavior at 22 Months Predicts a Later ASD Diagnosis in High-Risk Siblings

Sensitivity to Social Agency in Autistic Adults