Improving Collaborative Play Between Children with Autism Spectrum Disorders and Their Siblings: The Effectiveness of a Robot-Mediated Intervention Based on Lego® Therapy.

The aim of the study was to investigate the effectiveness of a brief robot-mediated intervention based on Lego(®) therapy on improving collaborative behaviors (i.e., interaction initiations, responses, and play together) between children with ASD and their siblings during play sessions, in a therapeutic setting. A concurrent multiple baseline design across three child-sibling pairs was in effect. The robot-intervention resulted in no statistically significant changes in collaborative behaviors of the children with ASD. Despite limited effectiveness of the intervention, this study provides several practical implications and directions for future research.

A personal digital assistant for improving independent transitioning in adolescents with high-functioning autism spectrum disorder.

OBJECTIVE: This study evaluated the effectiveness of a personal digital assistant (PDA) on independent transitioning between activities in a day treatment centre for youth with high-functioning ASD. METHODS: Within a multiple baseline design across four participants, data were collected on participant's transitioning and staff's prompting behaviour. Intervention by staff consisted of one technical instruction session on use of the PDA and non-specific instruction following incorrect transitions while not using the PDA, in the natural setting. RESULTS: Analysis revealed a significant increase in percentage independent daily transitions, which resulted from the independent use of the PDA. The change in staff's prompt use during intervention was mainly the result of a significant decrease in the use of non-specific prompts in correcting participant's transition behaviour. CONCLUSION: A brief intervention was effective in improving independent transitioning using a PDA. Findings are evaluated in light of their clinical implications and suggestions for future research are discussed.

An outpatient group training programme for improving leisure lifestyle in high-functioning young adults with ASD: a pilot study.

OBJECTIVE: This study examined the effectiveness of an outpatient programme on the leisure lifestyle of high-functioning young adults living at home or at an independent setting. METHODS: A pre-test-post-test control group design was used. Participants (n = 12) completed self-reports on (a) need for leisure support, (b) leisure engagement and (c) satisfaction with leisure lifestyle. The programme consisted of cognitive-behavioural techniques. RESULTS: Significant within-group changes for the experimental group (n = 7) were found, indicating decreases in 'need for leisure support', more regular leisure engagement patterns and an increase in 'leisure satisfaction' following the programme. Between-group statistics reveal medium and large effect sizes for decreases in need for leisure support and a medium effect size for increase in 'leisure satisfaction', all in favour of the experimental group. Results regarding 'leisure engagement' were less clear. CONCLUSION: The preliminary programme was effective in improving leisure lifestyle and suggestions for future research are discussed.

Improving question asking in high-functioning adolescents with autism spectrum disorders: effectiveness of small-group training.

Small-group training consisting of feedback and self-management was effective in improving question-asking skills during tutorial conversations in nine high-functioning adolescents with autism spectrum disorder. Training was implemented in a therapy room and lasted 6 weeks. Sessions were conducted once a week and lasted about an hour. Experimenters collected data during tutorial conversations in a natural setting. Training of question-asking skills consisted of verbal feedback and role-play during short simulated conversations and a table game. A self-management strategy and common stimuli (e.g., flowchart) were included to promote generalization. Mean percentage of correct questions during tutorial conversations improved significantly after training. Response efficiency also increased. Participants and personal coaches evaluated the training as effective and acceptable.