How the Activity Schedules Impact the Children with Autism Spectrum Disorder? A Meta-analysis

Year 2023, , 1 - 19, 31.01.2023

Derya Genç Tosun , Şerife Yücesoy Özkan , Özlem Dalgın Eyiip

https://doi.org/10.30831/akukeg.1109787

Cited By: 2

Abstract

: The main purpose of this study was to meta-analyse the single-case studies on the use of activity schedules with individuals with autism spectrum disorders. The other purposes were to assess the design standards of activity schedule studies, estimate the treatment effect of activity schedule, describe the characteristics of activity schedule studies, and determine whether activity schedule is an evidence-based practice for children with autism spectrum disorders in improving appropriate behaviours. The nonoverlap of all pairs (NAP) was used to analyse the treatment effect measure. According to results, seven out of 32 activity schedule studies met the design standards with and without reservation. Twenty-four children with autism spectrum disorders whose age ranged between 3 and 17 years participated in the studies. The target behaviours were on task, independent transition, appropriate peer-play, and following schedule. The photographs and texts were used in both traditional and innovative activity schedules. The overall NAP score shows that the activity schedule has a strong effect for those participants with autism spectrum disorders. Finally, this meta-analysis indicates that an activity schedule can be recommended as an evidence-based practice to improve the appropriate behaviours of children with autism spectrum disorders.

Keywords

autism spectrum disorders, activity schedule, visual support, evidence-based practices, single-case studies.

References

• Akers, J. S., Higbee, T. S., Gerencser, K. R., & Pellegrino, A. J. (2018). An evaluation of group activity schedules to promote social play in children with autism. Journal of Applied Behavior Analysis, 51(3), 553-570. https://doi.org/10.1002/jaba.474
• Banda, D. R., & Grimmett, E. (2008). Enhancing social and transition behaviors of persons with autism through activity schedules: A review. Education and Training in Developmental Disabilities, 43(3), 324-333. https://www.jstor.org/stable/23879794
• *Blum-Dimaya, A., Reeve, S. A., Reeve, K. F., & Hoch, H. (2010). Teaching children with autism to play a video game using activity schedules and game-embedded simultaneous video modeling. Education and Treatment of Children, 33(3), 351-370. https://doi.org/10.1353/etc.0.0103
• *Brodhead, M. T., Higbee, T. S., Pollard, J. S., Akers, J. S., & Gerencser, K. R. (2014). The use of linked activity schedules to teach children with autism to play hide‐and‐seek. Journal of Applied Behavior Analysis, 47(3), 645-650. https://doi.org/10.1002/jaba.145
• *Carlile, K. A., Reeve, S. A., Reeve, K. F., & DeBar, R. M. (2013). Using activity schedules on the iPod touch to teach leisure skills to children with autism. Education and Treatment of Children, 36(2) 33-57. https://www.jstor.org/stable/42900199
• *Cihak, D. F. (2011). Comparing pictorial and video modeling activity schedules during transitions for students with autism spectrum disorders. Research in Autism Spectrum Disorders, 5(1), 433-441. https://doi.org/10.1016/j.rasd.2010.06.006
• Copeland, S. R., & Hughes, C. (2000). Acquisition of a picture prompt strategy to increase independent performance. Education and Training in Mental Retardation and Developmental Disabilities, 35(3) 294-305. https://www.jstor.org/stable/23879651
• Cuhadar, S., & Diken, I. H. (2011). Effectiveness of instruction performed through activity schedules on leisure skills of children with autism. Education and Training in Autism and Developmental Disabilities, 46(3), 386-398. https://www.jstor.org/stable/23880593
• Dalgın-Eyiip, Ö. D., Ergenekon, Y., & Çolak, A. (2018). OSB Olan Bir Gence Sahip Annenin Serbest Zaman Etkinliklerini İçeren Etkinlik Çizelgesini Hazırlaması ve Öğretimini Sunması. International Online Journal of Educational Sciences, 10(2). https://doi.org/10.15345/iojes.2018.02.014
• Downing, J. E., & Peckham-Hardin, K. D. (2001). Daily schedules: A helpful learning tool. TEACHING Exceptional Children, 33(3), 62-68. https://doi.org/10.1177/004005990103300310
• *Giles, A., & Markham, V. (2017). Comparing book-and tablet-based picture activity schedules: Acquisition and preference. Behavior Modification, 41(5), 647-664. https://doi.org/10.1177/0145445517700817
• Glass, G. V., McGaw, B., & Smith, M. L. (1981). Meta-analysis in social research. Newbury Park, CA: Sage Publications.
• Hume, K., Steinbrenner, J. R., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., ... & Savage, M. N. (2021). Evidence-based practices for children, youth, and young adults with autism: Third generation review. Journal of Autism and Developmental Disorders, 1-20. https://doi.org/10.1007/s10803-020-04844-2
• Huwaldt, J., & Steinhorst, S. (2015). Plot Digitizer (Version 2.6. 8), [Computer software]. Biostat. https://sourceforge.net/projects/plotdigitizer/ files/
• Kazdin, A. E. (2011). Single-case research designs: Methods for clinical and applied settings. Oxford University Press.
• Knight, V., Sartini, E., & Spriggs, A. D. (2015). Evaluating visual activity schedules as evidence-based practice for individuals with autism spectrum disorders. Journal of Autism and Developmental Disorders, 45(1), 157-178. https://doi.org/10.1007/s10803-014-2201-z
• Krantz, P. J., MacDuff, M. T., & McClannahan, L. E. (1993). Programming participation in family activities for children with autism: parents’use of photographic activity schedules. Journal of Applied Behavior Analysis, 26(1), 137-138. https://doi.org/10.1901/jaba.1993.26-137
• Krantz, P. J., & McClannahan, L. E. (2014). Picture Activity Schedules 14. Handbook of Early Intervention for Autism Spectrum Disorders: Research, Policy, and Practice, 271-292.
• Kratochwill, T. R., Hitchcock, J. H., Horner, R. H., Levin, J. R., Odom, S. L., Rindskopf, D. M., & Shadish, W. R. (2013). Single-case intervention research design standards. Remedial and Special Education, 34(1), 26-38. https://doi.org/10.1177/0741932512452794
• Koyama, T., & Wang, H. T. (2011). Use of activity schedule to promote independent performance of individuals with autism and other intellectual disabilities: A review. Research in Developmental Disabilities, 32(6), 2235-2242. https://doi.org/10.1016/j.ridd.2011.05.003
• Lequia, J., Machalicek, W., & Rispoli, M. J. (2012). Effects of activity schedules on challenging behavior exhibited in children with autism spectrum disorders: A systematic review. Research in Autism Spectrum Disorders, 6(1), 480-492. https://doi.org/10.1016/j.rasd.2011.07.008
• MacDuff, G. S., Krantz, P. J., & McClannahan, L. E. (1993). Teaching children with autism to use photographic activity schedules: Maintenance and generalization of complex response chains. Journal of Applied Behavior Analysis, 26(1), 89-97. https://doi.org/10.1901/jaba.1993.26-89
• McClannahan, L. E., & Krantz, P. J. (1999). Activity schedules for children with autism: Teaching independent behavior. Woodbine House.
• Meadan, H., Ostrosky, M. M., Triplett, B., Michna, A., & Fettig, A. (2011). Using visual supports with young children with autism spectrum disorder. TEACHING Exceptional Children, 43(6), 28-35. https://doi.org/10.1177/004005991104300603
• Mechling, L. C., Gast, D. L., & Seid, N. H. (2009). Using a personal digital assistant to increase independent task completion by students with autism spectrum disorder. Journal of Autism and Developmental Disorders, 39, 1420-1434. https://doi.org/10.1007/s10803-009-0761-0
• National Autism Center. (NAC; 2015). Findings and conclusions: National standards project, phase 2. Author. *Newman, B., Buffington, D. M., O’grady, M. A., McDonald, M. E., Poulson, C. L., & Hemmes, N. S. (1995). Self-management of schedule following in three teenagers with autism. Behavioral Disorders, 20(3), 190-196. https://doi.org/10.1177/019874299502000304
• Osos, J. A., Plavnick, J. B., & Avendaño, S. M. (2020). Assessing video enhanced activity schedules to teach social skills to children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 1-10. https://doi.org/10.1007/s10803-020-04784-x
• Parker, R. I., & Vannest, K. J. (2009). An improved effect size for single case research: Non-overlap of all pairs (NAP). Behavior Therapy. 40(4), 357-367. https://doi.org/10.1016/j.beth.2008.10.006
• Pierce, K. L., & Schreibman, L. (1994). Teaching daily living skills to children with autism in unsupervised settings through pictorial self‐management. Journal of Applied Behavior Analysis, 27(3), 471-481. https://doi.org/10.1901/jaba.1994.27-471
• Ro, H. (2012). Moderator and mediator effects in hospitality research. International Journal of Hospitality Management, 31(3), 952-961. https://doi.org/10.1016/j.ijhm.2011.11.003
• Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Yücesoy-Özkan, S., & Savage, M. N. (2020). 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.
• Stromer, R., Kimball, J. W., Kinney, E. M., & Taylor, B. A. (2006). Activity schedules, computer technology, and teaching children with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 21(1), 14-24. https://doi.org/10.1177/10883576060210010301
• Ulke-Kurkcuoglu, B. U., Bozkurt, F., & Cuhadar, S. (2015). Effectiveness of instruction performed through computerassisted activity schedules on on-schedule and role-play skills of children with autism spectrum disorder. Educational Sciences: Theory & Practice, 15(3). DOI 10.12738/estp.2015.3.2432
• Van Laarhoven, T., Kraus, E., Karpman, K., Nizzi, R., & Valentino, J. (2010). A comparison of picture and video prompts to teach daily living skills to individuals with autism. Focus on Autism and Other Developmental Disabilities, 25(4), 195-208. https://doi.org/10.1177/1088357610380412
• Vannest, K. J., Parker, R. I., Gonen, O., & Adiguzel, T. (2016). Single case research: Web based calculators for SCR analysis (Version 2.0) [Web-based application]. Biostat http://www.singlecaseresearch.org/calculators/nap
• Viechtbauer, W. (2007). Accounting for heterogeneity via random-effects models and moderator analyses in meta-analysis. Zeitschrift für Psychologie/Journal of Psychology, 215(2), 104-121. https://doi.org/10.1027/0044-3409.215.2.104.
• Viechtbauer, W., & Cheung, M. W. L. (2010). Outlier and influence diagnostics for meta‐analysis. Research synthesis methods, 1(2), 112-125.
• Watanabe, M., & Sturmey, P. (2003). The effect of choice-making opportunities during activity schedules on task engagement of adults with autism. Journal of Autism and Developmental Disorders, 33(5), 535-538. https://doi.org/10.1023/A:1025835729718
• What Works Clearinghouse. (2017). What Works Clearinghouse standards handbook: Version 4.0. https://ies.ed.gov/ncee/wwc/Docs/referenceresources/wwc_standards_handbook_v4.pdf
• Wong, C., Odom, S. L., Hume, K. A., Cox, A. W., Fettig, A., Kucharczyk, S., ... & Schultz, T. R. (2015). Evidence-based practices for children, youth, and young adults with autism spectrum disorder: A comprehensive review. Journal of Autism and Developmental Disorders, 45(7), 1951-1966. https://doi.org/10.1007/s10803-014-2351-z
• Yucesoy‐Ozkan, S., Rakap, S., & Gulboy, E. (2020). Evaluation of treatment effect estimates in single‐case experimental research: comparison of twelve overlap methods and visual analysis. British Journal of Special Education, 47(1), 67-87. https://doi.org/10.1111/1467-8578.12294