Computer-based interventions to improve social and emotional skills in individuals with autism spectrum disorders: A systematic review

References

• Diagnostic APA, and statistical manual of mental disorders. 4th ed. Text revision ed. Washington, D.C: American Psychiatric Association; 2000
   Google Scholar
• Weiss MJ, Harris SL. Teaching social skills to people with autism. Behavior Modification 2001; 25: 785–802
   PubMed Web of Science ®Google Scholar
• Whalen C, Moss D, Ilan AB, Vaupel M, Fiedling P, MacDonald K, Cernich S, Symon J. An advanced test of theory of mind - Understanding of story characters thoughts and feelings by able autistic, mentally-handicapped, and normal-children and adults. Journal of Autism and Developmental Disorders 1994; 24: 129–154
   PubMed Web of Science ®Google Scholar
• Wing L. What is autism?. Autism: Professional perspectives and practice, K Ellis. Chapman & Hall, London 1990; 1–24
   Google Scholar
• Wing L, Gould J, Gillberg C. Autism spectrum disorders in the DSM-V: Better or worse than the DSM-IV?. Research in Developmental Disabilities 2011; 32: 768–773
   PubMed Web of Science ®Google Scholar
• Howlin P, Baron-Cohen S, Hadwin JP. Teaching children with autism to mind-read: A practical guide for teachers and parents. B J Wiley, ChichesterUK 1999
   Google Scholar
• Kerbel D, Grunwell P. A study of idiom comprehension in children with semantic-pragmatic difficulties. Part I: Task effects on the assessment of idiom comprehension in children. International Journal of Language & Communication Disorders 1998; 33: 1–22
   Google Scholar
• Lacava PG, Golan O, Baron-Cohen S, Myles BS. Using assistive technology to teach emotion recognition to students with Asperger syndrome – A pilot study. Remedial and Special Education 2007; 28: 174–181
   Web of Science ®Google Scholar
• Chamberlain BO, Isolation or involvement? The social networks of children with autism included in regular classes [Dissertation]. Los Angeles, CA: University of California; 2001. Available from ProQuest Digital Dissertations; AAT 3024149
   Google Scholar
• Hartup WW. Social relationships and their developmental significance. American Psychologist 1989; 44: 120–126
   Web of Science ®Google Scholar
• Myles BS, Bock SJ, Simpson RL. Asperger syndrome diagnostic scale. Pro–Ed, Austin, TX 2001
   Google Scholar
• Kennedy CH, Shukla S. Social interaction research for people with autism as a set of past, current, and emerging propositions. Behavioral Disorders 1995; 21: 21–35
   Web of Science ®Google Scholar
• McGee GG, Feldman RS, Morrier MJ. Benchmarks of social treatment for children with autism. Journal of Autism and Developmental Disorders 1997; 27: 353–364
   PubMed Web of Science ®Google Scholar
• Paul R. Promoting social communication in high-functioning individuals with autistic spectrum disorder. Child and Adolescent Psychiatric Clinics of North America 2003; 12: 87–106
   PubMed Web of Science ®Google Scholar
• Beaumont R, Sofronoff K. A multi-component social skills intervention for children with Asperger Syndrome: The Junior Detective Training Program. The Journal of Child Psychology and Psychiatry 2008; 49: 743–753
   PubMed Web of Science ®Google Scholar
• Solomon M, Goodlin-Jones BL, Anders TF. A social adjustment enhancement intervention for high functioning autism, Asperger's syndrome, and pervasive developmental disorder NOS. Journal of Autism and Developmental Disorders 2004; 34: 649–668
   PubMed Web of Science ®Google Scholar
• Charlop-Christy MH, Le L, Freeman KA. A comparison of video modeling with in vivo modeling for teaching children with autism. Journal of Autism and Developmental Disorders 2000; 30: 537–552
   PubMed Web of Science ®Google Scholar
• Simpson A, Langone J, Ayres KM. Embedded video and computer based instruction to improve social skills for students with autism. Education and Training in Developmental Disabilities 2004; 39: 240–252
   Web of Science ®Google Scholar
• Ozonoff S, Miller JN. Teaching theory of mind – A new approach to social skills training for individuals with autism. Journal of Autism and Developmental Disorders 1995; 25: 415–433
   PubMed Web of Science ®Google Scholar
• Cappadocia MC, Weiss JA. Review of social skills training groups for youth with Aspergers’ Syndrome and High Functioning Autism. Research in Autism Spectrum Disorders 2011; 5: 70–78
   Web of Science ®Google Scholar
• Williams SK, Johnson C, Sukhodolsky DG. The role of the school psychologist in the inclusive education of school-age children with autism spectrum disorders. Journal of School Psychology 2005; 43: 117–136
   Web of Science ®Google Scholar
• Individuals with Disabilities Education Act of 2004 PLN-, § 101, 118 Stat. 2647.
   Google Scholar
• The No Child Left Behind Act of 2001. P.L.107-110, 115 stat. 1425. 2001.
   Google Scholar
• Coo H, Ouellette-Kuntz H, Lloyd JEV, Kasmara L, Holden JJA, Lewis MES. Trends in autism prevalence: Diagnostic substitution revisited. Journal of Autism and Developmental Disorders 2008; 38: 1036–1046
   PubMed Web of Science ®Google Scholar
• Guilhermo M, Halterman JS. Characteristics of school-age children with autism. Journal of Developmental and Behavioral Pediatrics 2006; 27: 379–385
   PubMed Web of Science ®Google Scholar
• Panyan MV. Computer-technology for autistic students. Journal of Autism and Developmental Disorders 1984; 14: 375–382
   PubMed Web of Science ®Google Scholar
• Whalen C, Moss D, Ilan A, et al. Efficacy of TeachTown: Basics computer-assisted intervention for the Intensive Comprehensive Autism Program in Los Angeles Unified School District. Autism 2010; 14: 179–197
   PubMed Web of Science ®Google Scholar
• Williams C, Wright B, Callaghan G, Coughlan B. Do children with autism learn to read more readily by computer assisted instruction or traditional book methods? A pilot study. Autism 2002; 6: 71–91
   PubMed Web of Science ®Google Scholar
• Powell S. The use of computers in teaching people with autism. Autism on the agenda, papers from NAS Conference, P Shattock, P Linfoot. National Autistic Society, London 1996; 128–132
   Google Scholar
• Inan FA, Lowther DL, Ross SM, Strahl D. Pattern of classroom activities during students' use of computers: Relations between instructional strategies and computer applications. Teaching and Teacher Education 2010; 26: 540–546
   Web of Science ®Google Scholar
• Hetzroni O, Shalem U. From logos to orthographic symbols: A multilevel fading computer program for teaching nonverbal children with autism. Focus on Autism & Other Developmental Disabilities 2005; 20: 201–212
   Google Scholar
• Bosseler A, Massaro DW. Development and evaluation of a computer-animated tutor for vocabulary and language learning in children with autism. Journal of Autism and Developmental Disorders 2003; 33: 653–672
   PubMed Web of Science ®Google Scholar
• Hetzroni OE, Tannous J. Effects of a computer-based intervention program on the communicative functions of children with autism. Journal of Autism and Developmental Disorders 2004; 34: 95–113
   PubMed Web of Science ®Google Scholar
• Heimann M, Nelson KE, Tjus T, Gillberg C. Increasing reading and communication-skills in children with autism through an interactive multimedia computer-program. Journal of Autism and Developmental Disorders 1995; 25: 459–480
   PubMed Web of Science ®Google Scholar
• Golan O, Baron-Cohen S, Hill JJ, Golan Y. “Reading the Mind in Films” – Testing recognition of complex emotions and mental states in adults with and without autism spectrum conditions. Social Neuroscience 2006; 1: 111–123
   PubMed Web of Science ®Google Scholar
• Swettenham J. Can children with autism be taught to understand false belief using computers?. Journal of Child Psychology and Psychiatry and Allied Disciplines 1996; 37: 157–165
   PubMed Web of Science ®Google Scholar
• Ramdoss S, Lang R, Mulloy A, Franco J, O Reilly M, Didden R, Lancioni G. Use of computer-based interventions to teach communication skills to children with autism spectrum disorders: A systematic review. Journal of Behavioral Education 2011; 20: 55–76
   Google Scholar
• Pennington RC. Computer-assisted instruction for teaching academic skills to students with autism spectrum disorders: A review of literature. Focus on Autism and Other Developmental Disabilities 2010; 25: 239–248
   Web of Science ®Google Scholar
• Ramdoss S, Mulloy A, Lang R, O Reilly M, Sigafoos J, Lancioni G, Didden R, El Zein F. Use of computer-based interventions to improve literacy skills in students with autism spectrum disorders: A systematic review. Research in Autism Spectrum Disorders 2011; 5: 1306–1318
   Web of Science ®Google Scholar
• Blischak DM, Schlosser RW. Use of technology to support independent spelling by students with autism. Topics in Language Disorders 2003; 23: 293–303
   Web of Science ®Google Scholar
• Goldenberg EP. Special technology for special children. University Park Press, Baltimore, MD 1979
   Google Scholar
• Cheng Y, Chiang H, Ye J, Cheng L. Enhancing empathy instruction using a collaborative virtual learning environment for children with autistic spectrum condition. Computers & Education 2010; 55: 1449–1458
   Web of Science ®Google Scholar
• Orvalho V, Miranda J, Sousa AA. Facial synthesys of 3D avatars for therapeutic applications. Annual Review of Cybertherapy and Telemedicine 2009; 7: 96–98
   Google Scholar
• Sansosti FJ, Powell-Smith KA. Using computer-presented social stories and video models to increase the social communication skills of children with high-functioning autism spectrum disorders. Journal of Positive Behavior Interventions 2008; 10: 162–178
   Web of Science ®Google Scholar
• Dauphin M, Kinney EM, Stromer R. Using video-enhanced activity schedules and matrix training to teach sociodramatic play to a child with autism. Journal of Positive Behavior Interventions 2004; 6: 238–250
   Web of Science ®Google Scholar
• Cooper H, Hedges LV. The handbook of research synthesis. Russell Sage Foundation, New York 1994
   Google Scholar
• Hedges L, Olkin I. Statistical methods for meta-analysis. Academic Press, Orlando, FL 1985
   Google Scholar
• Parker RI, Vannest K. An improved effect size for single-case research: Nonoverlap of all pairs. Behavior Therapy 2009; 40: 357–367
   PubMed Web of Science ®Google Scholar
• Scruggs TE, Mastropieri MA, Casto G. The quantitative synthesis of single-subject research – Methodology and validation. Remedial and Special Education 1987; 8: 24–33
   Web of Science ®Google Scholar
• Parker RI, Hagan-Burke S, Vannest K. Percent of all non-overlapping data (PAND): An alternative to PND. Journal of Special Education 2007; 40: 194–204
   Web of Science ®Google Scholar
• Ma HH. An alternative method for quantitative synthesis of single-subject research: Percentage of data points exceeding the median. Behavior Modification 2006; 4: 598–617
   Google Scholar
• Schlosser RW, Sigafoos J. Editorial: Moving evidence-based practice forward. Evidence-based Communication Assessment and Intervention 2007; 1: 1–3
   Google Scholar
• Smith N. The certainty of evidence in health evaluations. Evaluation and Program Planning 1981; 4: 273–278
   PubMedGoogle Scholar
• Simeonsson R, Bailey D. Evaluating programme impact: Levels of certainty. Early intervention studies for young children with special needs, D Mitchell, R Brown. Chapman and Hall, New York 1991; 280–296
   Google Scholar
• Faja S, Aylward E, Bernier R, Dawson G. Becoming a face expert: A computerized face-training program for high-functioning individuals with autism spectrum disorders. Developmental Neuropsychology 2008; 33: 1–24
   PubMed Web of Science ®Google Scholar
• Golan O, Baron-Cohen S. Systemizing empathy: Teaching adults with asperger syndrome or high-functioning autism to recognize complex emotions using interactive multimedia. Development and Psychopathology 2006; 18: 591–617
   PubMed Web of Science ®Google Scholar
• Lacava PG, Rankin A, Mahlios E, Cook K, Simpson RL. A single case design evaluation of a software and tutor intervention addressing emotion recognition and social interaction in four boys with ASD. Autism 2010; 14: 161–178
   PubMed Web of Science ®Google Scholar
• Silver M, Oakes P. Evaluation of a new computer intervention to teach people with autism or asperger syndrome to recognize and predict emotions in others. Autism 2001; 5: 299–316
   PubMed Web of Science ®Google Scholar
• Tanaka JW, Wolf JM, Klaiman C, Koenig K, Cockburn J, Herlihy L, Brown C, Stahl S, Kaiser MD, Schultz RT. 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 2010; 51: 944–952
   PubMed Web of Science ®Google Scholar
• Bernard-Opitz V, Sriram N, Nakhoda-Sapuan S. Enhancing social problem solving in children with autism and normal children through computer-assisted instruction. Journal of Autism and Developmental Disorders 2001; 31: 377–384
   PubMed Web of Science ®Google Scholar
• Bölte S, Feineis-Matthews S, Leber S, Dierks T, Hubl D, Poustka F. The development and evaluation of a computer-based program to test and to teach the recognition of facial affect. International Journal of Circumpolar Health 2002; 61: 61–68
   PubMedGoogle Scholar
• Dunlap WP, Cortina JM, Vaslow JB, Burke MJ. Meta-analysis of experiments with matched groups or repeated measures designs. Psychological Methods 1996; 1: 170–177
   Web of Science ®Google Scholar
• Rosenthal R. Parametric measures of effect size. The handbook of research synthesis, H Cooper, L Hedges. Russell Sage Foundation, New York 1994; 231–244
   Google Scholar
• Spence SH, Social skills questionnaire. In: Spence SH, editor. Social skills training: Enhancing social competence with children and adolescents: Photocopiable resource book. Windsor: NFER–Nelson; 1995
   Google Scholar
• Attwood T. James and the maths test. Exploring feelings: Cognitive behaviour therapy to manage anxiety. Future Horizons, Inc, Arlington, TX 2004
   Google Scholar
• MacKiev 2010. Welcome to Roger Wagner's HyperStudio. Retrieved September 27, 2010 from: http://www.mackiev.com/hyperstudio/
   Google Scholar
• Microsoft Corporation. 2010. PowerPoint 2010. Redmond, WA: Microsoft Corporation
   Google Scholar
• Adobe Photoshop CS5 [Computer software]. 2012. San Jose, CA: Adobe Systems Incorporated
   Google Scholar
• Attwood T. Dylan is being teased. Exploring feelings: Cognitive behaviour therapy to manage anxiety. Future Horizons, Inc, Arlington, TX 2004
   Google Scholar
• Spence SH, Assessment of perception of emotion from facial expression. Social skills training: Enhancing social competence with children and adolescents: Photocopiable resource book. Windsor: NFER-Nelson; 1995
   Google Scholar
• Spence SH. Assessment of perception of emotion from posture cues. Social skills training: Enhancing social competence with children and adolescents: Photocopiable resource book. NFER–-Nelson, Windsor 1995
   Google Scholar
• Lang PJ, Greenwald MK. The international affective picture system standardization procedure and initial group results for affective judgements: Technical report 1A. The Center for Research in Psychophysiology, University of Florida, Gainsville, FL 1988
   Google Scholar
• Benton AL, Sivan AB, Hamsher KS, Varney NR, Spreen O. Facial recognition: Stimulus and multiple choice pictures. Oxford University Press, New York 1983
   Google Scholar
• Cohen MJ. Children's memory scale. The Psychological Corporation, San Antonio, TX 1997
   Google Scholar
• Wechsler D. Wechsler memory scale, 3rd. The Psychological Corporation, San Antonio, TX 1997
   Google Scholar
• Golan O, Baron-Cohen S, Hill J. The Cambridge mindreading (CAM) face-voice battery: Testing complex emotion recognition in adults with and without Asperger syndrome. Journal of Autism and Developmental Disorders 2006; 36: 169–183
   PubMed Web of Science ®Google Scholar
• Baron-Cohen S, Wheelwright S, Hill J, Raste Y, Plumb I. The “Reading the Mind in the Eyes” test revised version: A study with normal adults, and adults with asperger syndrome or high-functioning autism. Journal of Child Psychology and Psychiatry, and Allied Disciplines 2001; 42: 241–251
   PubMed Web of Science ®Google Scholar
• Golan O, Baron-Cohen S, Hill JJ, Rutherford MD. The ‘reading the mind in the voice’ test-revised: A study of complex emotion recognition in adultwith and without autism spectrum conditions. Journal of Autism and Developmental Disorders 2007; 37: 1096–1106
   PubMed Web of Science ®Google Scholar
• Golan O, Baron-Cohen S, The Cambridge Mindreading Face-Voice Battery for Children (CAM-C): Basic and complex emotion recognition in children with and without autism spectrum conditions. 2006
   Google Scholar
• Ekman P, Friesen WV. Pictures of facial effect. Consulting Psychologists Press, Palo Alto, CA 1976
   Google Scholar
• Spence S. Social skills training with children and adolescents: A counselor's manual. NFER-Nelson, Windsor 1980
   Google Scholar
• Wolf JM, Tanaka JW, Klaiman C, Klaiman C, Cockburn J, Herlihy L, Brown C, South M, McPartland J, Kaiser MD, Phillips R, Schultz RT. Specific impairment of face-processing abilities in children with autism spectrum disorder using the Let's Face It! Skills Battery. Autism Research 2008; 1: 329–340
   PubMed Web of Science ®Google Scholar
• Machalicek W, O'Reilly MF, Beretvas N, Sigafoos J. Lancioni G, Sorrells A, Lang R, Rispoli M. A review of school-based instructional interventions for students with autism spectrum disorders. Research in Autism Spectrum Disorders 2008; 2: 395–416
   Web of Science ®Google Scholar