Challenges and Perspectives of Evidence-Based Interventions Integration into Schooling of Children with 270
PhD in Biology, Leading Researcher, Federal Resource Center for Organization of Comprehensive Support to Children with Autism Spectrum Disorders, Associate Professor of the Department of Differential Psychology and Psychophysiology Faculty of “Clinical and Special Psychology”, Moscow State University of Psychology and Education, Moscow, Russia
PhD in Biology, Leading Researcher, Federal Resource Center for Organization of Comprehensive Support to Children with Autism Spectrum Disorders, Moscow State University of Psychology and Education, Moscow, Russia
PhD in Education, Director
of the Federal Resources Center for Children with Autism Spectrum Disorders, Moscow State University of Psychology and Education, Moscow, Russia
methodologist of the Federal Resource Center for Organization of Comprehensive Support to Children with Autism Spectrum Disorders, Moscow State University of Psychology & Education, Moscow, Russia
In recent decades, the importance of the problem of evidence for the effectiveness of interventions in the field of Autism Spectrum Disorders (ASD) for researchers has increased. Presented review aims to analyze publications devoted to evidence-based studies of psycho-educational interventions, applied to children with ASD and their families. The review is structured according to the principle of targeted outcome, taking into account a set of methodological factors. Elementary-school children chosen as the main target group. The following intervention areas were selected for analysis: Modeling and Social Narratives. In order to form a sample of papers on a given topic, a search was carried out using the appropriate filtering on the base Web of Science Core Collection. The sample also contained works included in the registers of scientifically proven practices compiled by independent expert communities. The results of the analytical review showed that for the integration of these interventions into the educational process, they can be described by means of resource schemes containing target, methodological, empirical and organizational factors.
Gorbachevskaya N.L., Pereverzeva D.S., Voinova V.Yu., et
al. Faktory, vliyayushchie na uspeshnost' preodoleniya rasstroistv
autisticheskogo spektra [Factors influencing the success of autism spectrum
disorders overcoming]. Autizm i narusheniya razvitiya=Autism &
Developmental Disorders, 2016, vol. 14, no. 4, pp. 39–50. DOI:
Malofeev N.N. Nauchnye dostizheniya otechestvennoi
defektologii kak bazis sovremennoi profilakticheskoi, korrektsionnoi i
reabilitatsionnoi pomoshchi detyam
s narusheniyami razvitiya [Scientific achievements of Russian defectology as
the basis of modern preventive, corrective and rehabilitative care for children
with developmental disorders]. Vospitanie i obuchenie detei s narusheniyami
razvitiya=Education and Training of Children with Developmental Disorders,
2014, no. 2, pp. 3–10.
Standart dokazatel'nosti sotsial'nykh praktik v sfere
detstva [Standard of evidence for social practices in childhood]. ANO
«Evolyutsiya i filantropiya»=ANPS “Evolution & Philanthropy. 2018. URL:
Federal'nye gosudarstvennye obrazovatel'nye standarty
[Federal State Educational Standards]. URL: https://fgos.ru/ (Accessed:
Khaustov A.V., Shumskikh M.A. Organizatsiya obrazovaniya
s rasstroistvami autisticheskogo spektra v Rossiiskoi Federatsii: rezul'taty
Vserossiiskogo monitoringa 2018 goda [Organization of educational process of
students with autism spectrum disorders in russian federation: results of
all-Russian monitoring 2018]. Autizm
i narusheniya razvitiya=Autism & Developmental Disorders, 2019, vol.
17, no. 3, pp. 3–11. DOI: 10.17759/autdd.2019170301
Abouzeid N., Rivard M, Mello C. et al. Parent coaching
intervention program based on the Early Start Denver Model for children with
autism spectrum disorder: Feasibility and acceptability study. Research in
Developmental Disabilities, 2020, vol. 105, p. 103747 DOI:
Akmanoglu N. Effectiveness of teaching naming facial
expression to children with autism via video modeling. Educational Sciences:
Theory & Practice, 2015, vol. 15, no. 2,
pp. 519–537. DOI: 10.12738/estp.2015.2.2603
Barnes C.S., Rehfeldt R.A. Effects of fluency instruction
on selection-based and topography-based comprehension measures. Research in
Autism Spectrum Disorders, 2013, vol. 7, no. 6, pp. 639–647. DOI:
Bock M.A. The impact of social-behavioral learning
strategy training on the social interaction skills of four students with
Asperger syndrome. Focus on Autism and Other Developmental Disabilities,
2007, vol. 22, no. 2, pp. 88–95. DOI: 10.1177/108835760 70220020901
Bremer E., Balogh R., Lloyd M. Effectiveness of a
fundamental motor skill intervention for 4-year-old children with autism
spectrum disorder: A pilot study. Autism, 2015, vol. 19, no. 8, pp.
980–991. DOI: 10.1177/1362361314557548
Burton C.E., Anderson D.H., Prater M.A. et al. Video
self-modeling on an iPad to teach functional math skills to adolescents with
autism and intellectual disability. Focus on Autism and Other Developmental
Disabilities, 2013, vol. 28, no. 2, pp. 67–77. DOI:
Cardon T., Azuma T. Visual attending preferences in
children with autism spectrum disorders: A comparison between live and video
presentation modes. Research in Autism Spectrum Disorders, 2012, vol. 6,
no. 3, pp. 1061–1067. DOI: 10.1016/j.rasd.2012.01.007
Chan J.M., O'Reilly M.F. A Social Stories™ intervention
package for students with autism in inclusive classroom settings. Journal of
Applied Behavior Analysis, 2008, vol. 41, no. 3, pp. 405–409. DOI:
Chan J.M., O’Reilly M.F., Lang R.B. et al. Evaluation of a
Social Stories™ intervention implemented by pre-service teachers for students
with autism in general education settings // Research in Autism Spectrum
Disorders, 2011, vol. 5, no. 2, pp. 715–721. DOI:
Daubert A., Hornstein S., Tincani M. Effects of a modified
power card strategy on turn taking and social commenting of children with
autism spectrum disorder playing board games. Journal of Developmental and
Physical Disabilities, 2015, vol. 27, no. 1,
pp. 93–110. DOI: 10.1007/s10882-014-9403-3
Dawson G., Rogers S., Munson J. et al. Randomized,
controlled trial of an intervention for toddlers with autism: The Early Start
Denver Model. Pediatrics, 2010,
vol. 125, no. 1, pp. e17–e23. DOI: 10.1542/peds.2009-0958
Ergenekon Y., Tekin-Iftar E., Kapan A. et al. Comparison
of video and live modeling in teaching response chains to children with autism.
Education and Training in Autism and Developmental Disabilities, 2014,
vol. 42, no. 2, pp. 200–213. URL: https://www.jstor.org/ stable/23880605
Fuller E.A., Oliver K., Vejnoska S. F. et al. The Effects
of the Early Start Denver Model for Children with Autism Spectrum Disorder: A
Meta-Analysis. Brain Sciences, 2020, vol. 10, no. 6, pp. 368. DOI:
Golzari F., Hemati Alamdarloo G., Moradi S. The effect of
a social stories intervention on the social skills of male students with autism
spectrum disorder. SAGE Open, 2015, vol. 5, no. 4, pp. 1–8. DOI:
Gray C.A., Garand J.D. Social stories: Improving responses
of students with autism with accurate social information. Focus on Autistic
Behavior, 1993, vol. 8, no. 1, pp. 1–10. DOI:
Greenberg J.H., Lau W., Lau S. Teaching appropriate play
to replace stereotypy using a treatment package with students having autism.
Global Education Review, 2016,
vol. 3, no. 3, pp. 94–104. URL:
Grigorenko E.L., Torres S., Lebedeva E.I. et al.
Evidence-based interventions for ASD: A focus on applied behavior analysis
(ABA) interventions. Psychology, 2018, vol. 15, no. 4, pp. 711–727. DOI:
Halle S., Ninness C., Ninness S.K. et al. Teaching social
skills to students with autism: A video modeling social stories approach.
Behavior and Social Issues, 2016, vol. 25, no. 1, pp. 42–54. DOI:
Hung L.C., Smith C.S. Autism in Taiwan: Using social
stories to decrease disruptive behavior. The British Journal of Development
Disabilities, 2011, vol. 57, no. 112, pp. 71–80. DOI:
Knight V.F., Smith B.R., Spooner F. et al. Using explicit
instruction to teach science descriptors to students with autism spectrum
disorder. Journal of Autism and Developmental Disorders, 2012, vol. 42,
no. 3, pp. 378–389. DOI: 10.1007/s10803-011-1258-1
Laprime A.P., Dittrich G.A. An evaluation of a treatment
package consisting of discrimination training and differential reinforcement
with response cost and a social story on vocal stereotypy for a preschooler
with autism in a preschool classroom. Education & Treatment of
Children, 2014, vol. 37, no. 3, pp. 407–430. DOI:
Leaf J.B., Oppenheim-Leaf M.L., Call N.A. et al. Comparing
the teaching interaction procedure to social stories for people with autism.
Journal of Applied Behavior Analysis, 2012, vol. 45, no. 2, pp. 281–298.
Lee R., Sturmey P. The effects of script-fading and a
Lag-1 schedule on varied social responding in children with autism. Research
in Autism Spectrum Disorders, 2014, vol. 8,
no. 4, pp. 440–448. DOI: 10.1016/j.rasd.2014.01.003
Lord C., Wagner A., Rogers S. et al. Challenges in
evaluating psychosocial interventions for autistic spectrum disorders.
Journal of Autism and Developmental Disorders, 2005, vol. 35, no. 6, pp.
695–708. DOI: 10.1007/s10803-005-0017-6
Lovaas O.I. Behavioral treatment and normal educational
and intellectual functioning in young autistic children. Journal of
Consulting and Clinical Psychology, 1987, vol. 55, no. 1, pp. 3. DOI:
Lydon H., Healy O., Leader G. A comparison of video
modeling and pivotal response training to teach pretend play skills to children
with autism spectrum disorder. Research in Autism Spectrum Disorders,
2011, vol. 5, no. 2, pp. 872–884. DOI: 10.1016/j.rasd. 2010.10.002
Maglione M.A., Gans D., Das L. et al. Nonmedical
interventions for children with ASD: Recommended guidelines and further
research needs. Pediatrics, 2012, vol. 130, no. 2, pp. S169–S178. DOI:
Mesibov G.B., Shea V. The TEACCH program in the era of
evidence-based practice. Journal of Autism and Developmental Disorders,
2010, vol. 40, no. 5, pp. 570–579. DOI: 10.1007/s10803-009-0901-6
Miller S.A., Rodriguez N.M., Rourke A.J. Do mirrors
facilitate acquisition of motor imitation in children diagnosed with autism?
Journal of Applied Behavior Analysis, 2015,
vol. 48, no. 1, pp. 194–198. DOI: 10.1002/jaba.187
National Standards Project. Phase 1. National Autism
Center. May Institute, 2009, 176 p. URL:
https://www.nationalautismcenter.org/reports/ (Accessed: 10.08.2020).
National Standards Project. Phase 2. National Autism
Center. May Institute, 2015. 92 p. URL:
https://www.nationalautismcenter.org/reports/ (Accessed: 10.08.2020).
O’Reilly M., Fragale C., Gainey S. et al. Examination of
an antecedent communication intervention to reduce tangibly maintained
A controlled analog analysis. Research in Developmental Disabilities,
2012, vol. 33, no. 5,
pp. 1462–1468. DOI: 10.1016/j.ridd.2012.03.017
Olçay-Gül S., Tekin-Iftar E. Family generated and
delivered social story intervention: Acquisition, maintenance, and
generalization of social skills in youths with ASD. Education and Training
in Autism and Developmental Disabilities, 2016, vol. 51, no. 1, pp. 67–78.
URL: https://www.jstor.org/stable/26420365 (Accessed: 10.08.2020).
Ozdemir S. The effectiveness of social stories on
decreasing disruptive behaviors of children with autism: Three case studies.
Journal of Autism and Developmental Disorders, 2008, vol. 38, no. 9, pp.
1689–1696. DOI: 10.1007/s10803-008-0551-0
Quirmbach L.M., Lincoln A.J., Feinberg-Gizzo M.J. et al.
Social stories: Mechanisms of effectiveness in increasing game play skills in
children diagnosed with autism spectrum disorder using a pretest posttest
repeated measures randomized control group design. Journal of Autism and
Developmental Disorders, 2009, vol. 39, no. 2, pp. 299–321. DOI:
Rogers S.J., Hall T., Osaki D. et al. The Denver model: A
comprehensive, integrated educational approach to young children with autism
and their families. In J.S. Handleman, S.L. Harris (Eds.), Preschool
Education Programs for Children with Autism (2nd ed.), Austin, TX: Pro-Ed
Corporation, 2000, pp. 95–135.
Sam A. Social narratives. Autism Focused
Intervention Resources & Modules (AFIRM), 2015, URL:
http://afirm.fpg.unc.edu/social-narratives (Accessed: 10.08.2020).
Scattone D., Wilczynski S.M., Edwards R.P. et al.
Decreasing disruptive behaviors of children with autism using social stories.
Journal of Autism and Developmental Disorders, 2002, vol. 32, no. 6, pp.
535–543. DOI: 10.1023/A:1021250813367
Shrestha A., Anderson A., Moore D.W. Using point-of-view
video modeling and forward chaining to teach a functional self-help skill to a
child with autism. Journal of Behavioral Education, 2013, vol. 22, no.
2, pp. 157–167. DOI: 10.1007/s10864-012-9165-x
Smith B.R., Spooner F., Wood C.L. Using embedded
computer-assisted explicit instruction to teach science to students with autism
spectrum disorder. Research in Autism Spectrum Disorders, 2013, vol. 7,
no. 3, pp. 433–443. DOI: 10.1016/j.rasd.2012.10.010
Steinbrenner J.R., Hume K., Odom S.L. et al.
Evidence-based practices for children, youth, and young adults with Autism. The
University of North Carolina at Chapel Hill, Frank Porter Graham Child
Development Institute. National Clearinghouse on Autism Evidence and Practice
Review Team, 2020. URL: https://ncaepp.fpg.unc.edu/sites/ncaepp.
Therapies for children with autism spectrum disorders.
Comparative effectiveness review No. 26. Prepared by the Vanderbilt
Evidence-based Practice Center under Contract No. 290-2007-10065-I. AHRQ
Publication No. 11-EHC029-EF. Agency for Healthcare Research and Quality, 2011.
URL: www.effectivehealthcare.ahrq.gov/reports/final.cfm (Accessed:
Warren Z., McPheeters M.L., Sathe N. et al. A systematic
review of early intensive intervention for autism spectrum disorders.
Pediatrics, 2011, vol. 127, no. 5, pp. e1303–e1311. DOI:
Wilson K.P. Teaching social-communication skills to
preschoolers with autism: Efficacy of video versus in vivo modeling in the
classroom. Journal of Autism and Developmental Disorders, 2013, vol. 43,
no. 8, pp. 1819–1831. DOI: 10.1007/s10803-012-1731-5
Wong C., Odom S.L., Hume K. et al. Evidence-based
practices for children, youth, and young adults with Autism Spectrum Disorder.
Chapel Hill: The University of North Carolina, Frank Porter Graham Child
Development Institute, Autism Evidence-Based Practice Review Group, 2014. 114
p. URL: https://cidd.unc.edu/Registry/Research/ Docs/31.pdf (Accessed:
Wright B., Teige C., Watson J. et al. Autism Spectrum
Social Stories In Schools Trial 2 (ASSSIST2): study protocol for a randomised
controlled trial analysing clinical and cost-effectiveness of Social Stories™
in primary schools. BMC Psychology, 2020, vol. 8, no. 1,
pp. 1–10. DOI: 10.1186/s40359-020-00427-z
Yakubova G., Hughes E. M., Hornberger E.
Video-based intervention in teaching fraction problem-solving to students with
autism spectrum disorder. Journal of Autism and Developmental Disorders,
2015, vol. 45, no. 9, pp. 2865–2875. DOI: 10.1007/s10803-015-2449-y