Essay on "Recent Studies on Autism From the Perspective of Behavioral Psychoogy"

Essay 6 pages (2493 words) Sources: 10

[EXCERPT] . . . .

23). The Maskey-led UK study was limited by the restricted sample, both numerically and geographically, from the area's database of ASD children and by coexistence of multiple conditions in children, which made some symptoms more difficult to discern (Maskey, Warnell, Parr, Le Couteur, & Mcconachie, 2013, p. 857). The limitations of the Pellicano et al. were the relatively small sample of ASD children studied, the geographic limitation of the children studied, the question of whether the noted symptoms actually involved ASD and the further question of whether the lack of symptoms actually indicated a cure of ASD (Pellicano, 2012, p. 164). The Pfeifer et al. brain study of self-assessing ASD youths is limited in that the sample of studied individuals consisted of only 36 people in a limited geographic area (Pfeifer, Merchant, Colich, & Hernandez, 2013, p. 274). Limitations of the Reichow et al. study are the facts that only 5 meta-analysis were examined and only for the period of 2009-2010 (Reichow, 2012, p. 513). The Roth et al. study is hampered by the small number of reported cases examined and the lack of uniformity in analyses (Roth, Gillis, & Digennaro Reed, 2014, p. 280). The Russell study of the differences between ASD-diagnosed and undiagnosed toddlers as they age is limited in that it was difficult to match all the traits of the two groups, parents and children may incorrectly assess Autistic traits, the types of interventions for the two groups was not defined and the sample itself was small and geographically limited (Russell, et al., 2012, pp. 741-2). The Schandling et al. study is limited in that the profits of early screening in school are still officially unknown and the sample was too homogenous; children from disadvantaged backgrounds may be less likely to undergo teacher assessment for ASD (Schanding, Nowell, & Goin-Kochel, 2012, p. 1713). The Wood study on the use of cognitive behavioral therapy during recess is obviously limited in the very small sample of only 13 subjects and there were no supplemental examinations of the therapy's effectiveness (Wood, Fujii, Renno, & Van Dyke, 2014, p. 2274). The glaring limitations of these and other studies highlight the need for a more uniform, comprehensive approach to ASD.

5. Conclusion and Future Study

Even as researchers analyze data and reach their findings based on limited data, every team mentions the need for further uniform and more comprehensive analysis of the ASD problem. The Hallett study calls for more comprehensive study of children with diagnosed ASD and internalized disorders to determine the best scheduling and aim of intervention (Hallett, Ronald, Rijsdijk, & Happe, 2010, p. 821). According to the Ho-led meta-analysis of 10 studies, though the examined studies provided considerable admittedly questionable data, additional studies will be required to explore the possibility of effective cognitive-behavioral intervention by teachers of low-functioning children with ASD (Ho, Stephenson, & Carter, 2014, p. 29). The Pellicano study highlights the need for better diagnostic criteria, study of broader samples of ASD children and further studies on the apparent long-term effectiveness of intervention at very early childhood (Pellicano, 2012, p. 165). The Pfeifer study indicates that further research is needed in the area of brain functioning during self-assessment using a far larger sample of individuals from a greater geographic area to better understand the interplay of cognitive functioning with the vitally important sense of self (Pfeifer, Merchant, Colich, & Hernandez, 2013, p. 281). The Reichow study illustrates the need for uniformity of meta-analyses, consistent estimates of effects and overall conclusions, together with a wider spectrum of meta-analyses examined (Reichow, 2012, p. 518). The Roth study emphasizes the promising aspects of intervention for ASD adolescents and adults, though it also stresses the need for a far larger sample of case studies adhering to treatment integrity to fill the cracks between research and practice (Roth, Gillis, & Digennaro Reed, 2014, p. 281). The Russell study comparison of diagnosed and undiagnosed children as they grew to early adulthood shows the need for more refined study of traits distinguishing diagnosed ASD toddlers who develop enduring ASD difficulties from undiagnosed children who eventually improve (Russell, et al., 2012, pp. 741-2). The Schandling study shows the need for additional research about the possibility and effectiveness of screening for many age groups of school children. In addition, future research could lead to additional screening tools for teachers to assist in more effective assessments for necessary early interventions (Schanding, Nowell, & Goin-Kochel, 2012, p. 1714). The Wood study shows promising signs of cognitive behavioral therapy's effectiveness and the need for methodic application of cognitive behavioral therapy to considerably greater samples of school children (Wood, Fujii, Renno, & Van Dyke, 2014, p. 2274). Taken cumulatively, every study examined stresses the need for greater standardization and breadth in the study of ASD.

Works Cited

Hallett, V., Ronald, A., Rijsdijk, F., & Happe, F. (2010). Association of autistic-like and internalizing traits during childhood: A longitudinal twin study. The American Journal of Psychiatry, 167(7), 809-817.

Ho, B. P., Stephenson, J., & Carter, M. (2014). Cognitive-behavioral approach for children with autism spectrum disorders: A meta-analysis. Review Journal of Autism and Developmental Disorders, 1(1), 18-33.

Maskey, M., Warnell, F., Parr, J. R., Le Couteur, A., & Mcconachie, H. (2013). Emotional and behavioural problems in children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 43(4), 851-9.

Pellicano, E. (2012). Do autistic symptoms persist across time? Evidence of substantial change in symptomatology over a 3-year period in cognitively able children with autism. American Journal on Intellectual and Developmental Disabilities, 117(2), 156-166.

Pfeifer, J. H., Merchant, J. S., Colich, N. L., & Hernandez, L. M. (2013). Neural and behavioral responses during self-evaluative processes differ in youth with and without autism. Journal of Autism and Developmental Disorders, 43(2), 272-285.

Reichow, B. (2012). Overview of meta-analyses on early intensive behavioral intervention for young children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 42(4), 512-520.

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