Open access article: https://link.springer.com/article/10.1007/s10803-023-06202-4

Abstract
This review aimed to identify the post-graduation training pathways available for both
clinicians and trainers in the assessment and diagnosis of Autism Spectrum Disorder
(ASD). The study was guided by two research questions: What is known about ASD-
specific educational, training, or other pathways available to support clinicians of any
discipline, post-graduation, to meet the required expertise relevant to assessments of
ASD concerns? What is known about the educational pathways available to clinicians
seeking to provide training to other clinicians, post-graduation, in the assessment of
ASD concerns? A scoping review was undertaken with searches completed across
five databases (PubMed, PsycINFO, PsycEXTRA, ERIC and CINAHL). A Google
search strategy was also executed using the “advanced” search function. Eligible
records were literature, written in English, that examined post-graduation training
and/ or education of clinicians to assess and/ or diagnose ASD. Fourteen relevant
records were identified. Post-graduate training has the potential to enhance clinician
confidence and service provision in ASD assessment and diagnosis. System-wide
training approaches show promise in building large-scale, diagnostic capacity and the
use of tele-mentoring offers a cost-effective, convenient mode of training delivery. A
lack of evidence to support ASD diagnostic training pathways was found and may
pose a challenge for clinicians and service users. The limited evidence found suggests
that high quality research will be fundamental in determining how to build clinician
capacity in ASD assessment and diagnosis and to ascertain whether training pathways
are a necessary component.

Citation: Curran, C., Roberts, R., Gannoni, A. et al. Training and Educational
Pathways for Clinicians (Post-graduation) for the Assessment and Diagnosis of
Autism Spectrum Disorders: A Scoping Review. J Autism Dev Disord (2024).
https://doi.org/10.1007/s10803-023-06202-4

https://pubmed.ncbi.nlm.nih.gov/36409392/

Abstract
This study aimed to explore experiences of support after adulthood autism diagnosis.
In this mixed-methods survey study of 137 adults, we found that most common
formal supports received were counselling and mental health. Common unmet support
needs were sensory sensitivities and accessing other services. Cost, lack of
information, and fear of not being taken seriously were common barriers. Informal
support was mainly helpful for self-understanding and emotions toward diagnosis.
Qualitative findings included difficulties accessing formal support, need for practical
quality-of-life supports and support from autistic peers and online communities.
Based on these findings, future development of supportive interventions should
address unmet needs, improve access, and explore the integration of autistic peer
support and online support into formal services.

Citation: Huang, Y., Arnold, S.R.C., Foley, KR. et al. Experiences of Support
Following Autism Diagnosis in Adulthood. J Autism Dev Disord 54, 518–531 (2024).
https://doi.org/10.1007/s10803-022-05811-9

Open access article: https://www.sciencedirect.com/science/article/abs/pii/S2214140524000276

Abstract

Background
Individuals with autism often experience transportation challenges as primary
barriers to essential community services such as health care and employment.
Research of travel training interventions has identified evidence-based
techniques for improving specific transportation-related competencies. Peer-
mediated interventions are recognized as effective and when provided in natural
social contexts. This study evaluated a peer-mediated travel training approach
with adults with autism to provide and improve specific skills necessary for
independent travel on public transportation.

Purpose
This study aimed to evaluate the efficacy and feasibility of a systematic peer-
mediated travel training to improve public transportation travel independence
for autistic adults to increase their access to the community.

Method
A randomized control trial (RCT) was used to determine the effectiveness of a
peer-mediated travel training program on travel skills, community mobility
goals, community participation, and self-efficacy for individuals with ASD.
Measures including self-report, observational measures, and GPS data were
collected at baseline and two weeks after the intervention. Data on community
participation and self-efficacy was collected again 4 months post-intervention.

Analysis
Analyses to compare group differences over time were completed. Pearson
correlations were used to examine the associations between different constructs
at baseline.

Results
Seventy-five individuals were enrolled in the study, with 38 individuals in the
control group and 37 in the experimental group. The group receiving peer-
mediated intervention significantly improved the travel skills necessary for
public transportation and community mobility (p < 0.0001), although there were
no significant differences between groups in community participation or self-
efficacy. Results identified that peer-mediated travel training was feasible for
adults with autism.
Conclusion
The results of the current study identify promise for a comprehensive peer-
mediated travel training intervention to improve travels skills and community mobility. Future research is needed that examines the implementation and
effectiveness of different service delivery models such as peer versus staff-
delivered interventions.

Citation: Beth Pfeiffer, Amber Pomponio Davidson, Eugene Brusilovskiy, Cecilia
Feeley, Moya Kinnealey, Mark Salzer,
Effectiveness of a peer-mediated travel training intervention for adults with
autism spectrum disorders, Journal of Transport & Health, Volume 35,
2024,101781,
ISSN 2214-1405,
https://doi.org/10.1016/j.jth.2024.101781.
(https://www.sciencedirect.com/science/article/pii/S2214140524000276)

(https://link.springer.com/article/10.1007/s10846-023-01872-9)

Abstract

An array of developmental disorders known collectively as autism spectrum disorder
(ASD) that can cause significant social interaction, communication, and behavioral
challenges. To remedy this autistic impact at its very early stage, researchers are
focusing their attention on robotics research with humanoid robots. It has been
claimed that under certain circumstances, children with ASD (CwASD) interact more
actively and spontaneously with robots than humans. Therefore, Human-Robot
Interaction (HRI) has become a beneficial approach in training CwASD to abate their
autism disabilities. This paper extensively reviews the prior findings on HRI for
CwASD. With some critical analysis, a couple of findings have been highlighted to
address the research gaps on the effectiveness of the intervention sessions
administered by the robots. A total of nine traits of autism, intervention sessions
administered by various tasks, different types of robots used, number of CwASD’s
along with their age, diagnosis methods applied to quantify the autism levels, and,
finally, the outcomes with identified research gaps have been analyzed. With some
comparative depictions, the reader can visualize the broad scenario and overall
research condition of robot-assisted training (RAT) for CwASD. This review
recommends employing robots in supervised applications to enhance therapeutic
effectiveness, broaden acquiescence, and inspire trust among practitioners, CwASD,
and guardians. Overall, RAT is a promising use for intelligent social robots,
especially for helping CwASD achieve therapeutic and educational goals. We expect
interdisciplinary collaboration to address its difficulties quickly.

Citation: Islam, M.A., Hasan, M.M. & Deowan, S.A. Robot-Assisted Training for
Children with Autism Spectrum Disorder: A Review. J Intell Robot Syst 108, 41
(2023).

Open access article: https://www.wjgnet.com/2219-2808/full/v12/i1/1.htm

Abstract
Play is a pleasurable physical or mental activity that enhances the child’s skills
involving negotiation abilities, problem-solving, manual dexterity, sharing, decision-
making, and working in a group. Play affects all the brain's areas, structures, and
functions. Children with autism have adaptive behavior, adaptive response, and social
interaction limitations. This review explores the different applications of play therapy
in helping children with autism disorder. Play is usually significantly impaired in
children with autism. Play therapy is mainly intended to help children to honor their
unique mental abilities and developmental levels. The main aim of play therapy is to
prevent or solve psychosocial difficulties and achieve optimal child-healthy growth
and development. Play therapy helps children with autism to engage in play activities
of their interest and choice to express themselves in the most comfortable ways. It
changes their way of self-expression from unwanted behaviors to more non-injurious
expressive behavior using toys or activities of their choice as their words. Play
therapy also helps those children to experience feeling out various interaction styles.
Every child with autism is unique and responds differently. Therefore, different types
of intervention, like play therapy, could fit the differences in children with autism.
Proper evaluation of the child is mandatory to evaluate which type fits the child more
than the others. This narrative review revised the different types of play therapy that
could fit children with autism in an evidence-based way. Despite weak evidence, play
therapy still has potential benefits for patients and their families.

Citation: Elbeltagi R, Al-Beltagi M, Saeed NK, Alhawamdeh R. Play therapy in
children with autism: Its role, implications, and limitations. World J Clin
Pediatr 2023; 12(1): 1-22