Key Studies in Psychology

1 Key Studies in Psychology Kouo, J., & Egel, A. (2016). The effectiveness of interventions in teaching emotion recognition to children with autism spectrum disorder. Review-Journal of Autism and Developmental Disorders, 3(3), 254-265.

The journal article covers research into the effectiveness of interventions in teaching emotion recognition to children with an autism spectrum disorder. The study argues that emotion recognition is particularly important in the development of social communication and interaction in populations suffering from autism spectrum disorder (ASD) (Kouo & Egel, 2016). The growing use of technology in medicine has also found its value in managing autism. The study was based on the findings of 10 relevant studies that had been done in 2010-2016, focusing on the efficacy of discrete trial training and videos, FaceSay, Mind Reading, The Transporters, and MiX. The source is convincing and useful in studying the efficacy of various interventional in managing autism because it addresses the implementation of teaching emotion recognition in children with ASD. From the study, one can detect of teaching is helpful or not.

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2 Moreover, several number pf studies are incorporated to give the article a wide coverage that enhances its utility in studying the effectiveness of the aforementioned interventions.

Emotion recognition can help persons with autism manage their feeling, hence enabling them to live a fruitful life.

The research study shared in the article has methodological issues that compromise its reliability. The methodological limitations include challenges in controlling confounding variables such as individuals with low functioning ASD. The other challenge that can be seen is identifying participants with prerequisite skills that can suit the methodology that is applied. In addition, a research study that depends on the capabilities of participants can only achieve uniformity in quality if all the participants are capable of performing expected tasks in equal measure. The other methodological issue is determining the treatment frequency of each participant and duration boundaries. Moreover, there is a methodological issue in how the study balanced and enhanced generalization, as well as sustained emotion recognition skills. Without addressing these limitations, the results may be subjected to more questions that can weaken their validity.

The value of the article is encouraging the use of teaching emotion recognition to children with autism to help them improve their social skills. The article also offers rich information about how the intervention works, which can be leveraged to treat autism conditions.

In research, study findings should offer solutions to current information about existing challenges. Finally, the article is valuable in expanding available literature on interventions to treat autism in children.

The article is related to other sources in the bibliography talking about various interventions in addressing autism. While it focuses on teaching children with autism how to

3 recognize and manage emotions, another source focuses on interventions such as physical activities' impact on social skills. Managing emotions is linked to the socialization capability of children with autism, hence the interconnection between the source and other sources in the bibliography.

The article was published in a reputable Review Journal of Autism and Developmental Disorders, which contributes to its validity and reliability. In addition, the journal is known for only managing credible articles. In research, the credulity of sources used is handy in eliminating concerns about the authenticity of information used to support finding and draw conclusions.

The source is useful in enhancing my knowledge on the efficacy and success of interventions in teaching emotion recognition to children with an autism spectrum disorder.

Although I had some knowledge about it, it is not as deep and practical as what is shared in this article. The source is based on in-depth research work. In this respect, the journal article will be of value to my research in building my knowledge about the topic of study.

Morris, P., Hope, E., Foulsham, T., & Mills, J. (2021). The effectiveness of mirroring- and rhythm-based interventions for children with autism spectrum disorder: A systematic review. Review-Journal of Autism and Developmental Disorders, 8(4), 541-561.

The journal article focuses on the application of mirroring- and rhythm-based interventions for children with Autism Spectrum Disorder (ASD). The interventions are based on the fact that ASD is mainly treated as a neurodevelopmental problem that is characterized by perpetual challenges in communication skills and social development that can be managed through appropriate interventions. The article holds that the use of mirroring and rhythm, Dance and Movement Therapy (DMT), is beneficial to persons suffering from autism. The techniques lower the social development and communication deficiencies.

4 The source carries a systematic review of previous studies published in 1975 – 2020, focusing on an assessment of the effectiveness of mirroring and rhythm interventions in autism.

The study is dependable because it provides a review of a wide range of research within a broader period, which allows in-depth comparative analysis. In addition, the article focuses on communication skills and social development in children with ASD, underpinning its relevancy to the research on the efficacy of interventions. In essence, it offers rich information about how mirroring and rhythm interventions can help to address autism.

The study’s validity is improved with a systematic review of a sample of 1369 relevant articles, from which 11 fulfilled the inclusion criteria. The studies were based on scientific research that professionals did. Furthermore, the sample of the study was big enough, reinforcing the quality of the findings. A huge sample reduces the risks of biasness in the findings. It is also important to note that the article covered a review of studies done in the last 45 years, a long enough period to ensure inclusion of all developments in using mirror and rhythm interventions.

The article was also published in the Review Journal of Autism and Developmental Disorders, which is a credible publisher. The journal focus is credible research and writing about autism, making it a credible source for research on autism. Authors are also credible because they are experts in the field of research, which underpins the professionalism by which they managed the research to make it dependable. Quality research must be done professionally, eliminating biasness and unnecessary flaws typical of research works done by people who have limited knowledge about how to conduct empirical research.

The articles reviewed showed that there are benefits of mirroring and rhythm on communication skills and social development in children with ASD. In addition, incorporating the interventions into new practices of managing autism can offer substantial therapeutic benefits

5 that can help to improve the health of children with autism. However, the article did not show the degree of benefits against teenagers and adults, limiting the findings to children only.

The source is related to other sources in this bibliography in the sense that it addresses interventions in managing autism. All the sources are talking about one or more aspects of interventions in addressing autism, which underlines the interrelation they have. In essence, the source is mutually supportive of other sources captured in the bibliography.

The resource is useful in studying the effectiveness of various interventions in managing autism because it is centered on how mirroring- and rhythm-based interventions for children with ASD. It is specific with what kind of intervention the authors researched. The research is also current and most likely updated than old research on the same topic, making the research article more relevant. Reading the sources expands one's knowledge on mirroring and rhythm interventions for autistic children. In essence, it contains valuable information on how the two interventions work, underpinning the choice to include it in the bibliography.

Tupou, J., van der Meer, L., Waddington, H., & Sigafoos, J. (2019). Preschool interventions for children with autism spectrum disorder: a review of effectiveness studies. ReviewJournal of Autism and Developmental Disorders, 6(4), 381-402.

The journal article focuses on interventions for preschool children with ASD. The study holds that early intervention is preferred for young children with the disorder. Nevertheless, before implementing an intervention measure, it is good to consider its effectiveness. The article considered 16 studies to determine the effectiveness of early intervention in managing autism in children. The study furthers established that a myriad of interventions can be implemented to produce positive results for children. The needs should inform the choice of an interventional measure of each case of autism.

6 The study’s validity is dependent on the reliability of the 16 studies it reviewed and the methodology that was applied in the review. The article is valid because it was supported by studies assessing interventions that have been implemented in real-world conditions. The studies used were also targeted and met pre-determined inclusion criteria to ensure that irrelevant studies were not used (Tupou et al., 2019). The studies had chosen included summaries of participant characteristics and intervention procedures in this respect. They also took into account the procedures applied in training teachers. Other aspects considered are the outcomes, study quality, and) social validity to eliminate irrelevant materials.

The article was published in the Review-Journal of Autism and Developmental Disorders, which bolsters its validity. The publisher is a credible entity, especially in autism and healthcare in general. The source would not have been published in the journal if it were not credible. In this respect, the question of the credibility of the source does not arise based on the information above.

The study suffers some methodological limitations, which include the need for further research to address the issue of how teachers can be effective to deliver early interventions. This would imply that preschool intervention may not be needed. Further studies can help determine the effeteness of preschool interventions offered by teachers. Nevertheless, the limitation is within acceptable standards of a credible research article.

The source is related to other sources in this bibliography in the sense that they are both looking at the efficacy of various interventions in autism. However, for this study, it is unique in the area of the target. It is focused on preschool interventions only, leaving out other school or post-school interventions. Also, the study is based on a collection of 16 other studies, implying

7 that it was not based on primary data. Other sources are also based on a review of secondary data.

The journal article is useful in expanding knowledge on intervention in preschool autistic cases. It also looks into the issue of who is to implement interventions and the possibility of teachers being in a better position to implement interventions to address autism in children. Most importantly, the article affirms the importance of early intervention to reap maximum benefits.

Interventional done in the late stages of one’s life is likely to be less effective than when done earlier. In this respect, while looking at the efficacy of interventions, one must take into consideration the age of an autistic person that an intervention is directed at.

Chan, J., Deng, K., & Yan, J. (2020). The effectiveness of physical activity interventions on communication and social functioning in autistic children and adolescents: A metaanalysis of controlled trials. Autism, 25(4), 874-886.

The journal article is a research study on “The effectiveness of physical activity interventions on communication and social functioning in autistic children and adolescents." The source focuses on how physical activities can help persons living with autism improve their communication and social skills. According to the source, autism cases present communication and social functioning challenges, impacting their quality of life. Communication and social issues are the main symptoms of autism, hence the focus of the study. The study further notes that traditional behavioral therapies are handy in addressing autism because there is no efficacious pharmacologic intervention that can be applied (Chan et al., 2020). However, traditional therapies require a specific environment, for which increases the cost families and individuals with autism must pay.

8 The study holds that physical activity is traditionally used to promote an individual's physical and mental health. It is also cost-effective and flexible than traditional therapies used to manage autism. In addition, the use of physical activity interventions is proved to be dependable in improving communication and social functioning in people with autism. The study covered in this article used quantitatively aggregate data drawn from the already existing controlled trials to ensure that the study was up-to-date.

The study’s validity is guaranteed through the scientific approach that was used by researchers in conducting an inquiry into the efficacy of physical activity interventions on communication and social functioning in autistic children and adolescents. The study employed 12 trials that were based on a sample of 350 participants. It is important to note that 8 trials were based on communication while 11 trials were on social functioning outcomes. The studies established that there were small to moderate benefits attained on communication and social functioning through physical intervention.

Moreover, the findings of the study indicate that the benefits of physical activity interventions in autism cases are greater in younger people than adults. The findings of the study covered in the article show that physical activity interventions are more effective to improve communication and social functioning in children and adolescents with autism, underscoring the need for early intervention to enhance the benefits. In this respect, given their efficacy and adaptability, physical activity interventions would be preferred in addressing autism in children.

The article is related to other sources in the bibliography because they are both addressing interventions in autism cases. Most importantly, it emphasizes the need for early intervention, which is linked to the article by Tupou et al. (2019) on preschool interventions. The two articles insist on the importance of early interventions in managing autism. Subsequently,

9 the effectiveness of an intervention is improved when it is early done than delayed. This implies that most of the interventions are efficient in children than adults. Therefore, the sources are mutually interdependent and supportive.

The source contributed to the expansion of knowledge on physical activity interventions on communication and social functioning in people with autism. The article provides information gathered from 1 trial, all based on empirical research, to support the view that physical activity intervention is handy in improving the social and communication skills of autistic people. The measurements were applied to determine the efficiency of each.

Healy, S., Nacario, A., Braithwaite, R., & Hopper, C. (2018). The effect of physical activity interventions on youth with autism spectrum disorder: A meta-analysis. Autism Research, 11(6), 818-833.

The source is a journal article by Healy et al. (2018) on the effect of physical activity interventions on youth with an autism spectrum disorder. The article offers a meta-analysis of the effect of physical activity interventions among youth with an autism spectrum disorder. The study established moderate to large benefits of the intervention in developing manipulative skills, locomotor skills, skill-related fitness, social functioning, muscular strength, and endurance in youth with autism (Healy et al., 2018). When systematically applied, physical exercise can help improve the strengths of autistic youth in the aforementioned areas.

The source is linked to other sources in this bibliography that focus on the use of physical activity interventions to manage autism. The other sources that cover the efficacy of physical interventions include the one by Chan et al. (20200, which focused on children and adolescents.

The difference between the two is that this source only focuses on the youth, while Chan et al.

(2020) covered youth and children. Also, Chan et al. (2020) encouraged early intervention while

10 this source does not. Nevertheless, the connection between articles is handy in building a strong knowledge about how various interventions work and their efficiency. Furthermore, the findings of these articles can be compared to determine if there is a common trend on how they perceive the efficacy of a particular type of intervention. In this respect, the interconnectedness of sources will be of excellent value in supporting the research's position on the success of various interventions that will be covered.

The source is convincing based on the data used in meta-analysis and the unbiased approach that researchers applied. The article is based on verifiable data that was collected. The 29 studies were used and 30 independent samples (in analysis). The statistical data used is also systematic, making it convincing to the audience with prior knowledge about how data is analyzed to draw inferences and conclusions. In essence, there is no reason to doubt the validity of the source based on the data used, approach, and impartiality of researchers.

The source was published in Autism Research journal, which is a more credible publisher that underscores its validity. Autism Research is a reputed publisher that publishes a wide range of articles and research on autism. The publisher is only focused on autism-related issues, making the source dependable and convincing. Apart from the publisher, the author's academic and professional credentials enhance the source's validity. Healy et al. are qualified researchers who applied the right techniques and methodologies in gathering data, analyzing it, and drawing conclusions.

The source is valuable in enhancing my knowledge about interventions to address autism, especially regarding how physical activities impact the capability of an autistic person to socialize, move, and perform functions that require locomotive skills. The article reveals that physical exercise can improve manipulative skills as well as the ability to perform skill-related

11 activities. The knowledge gained from the study will be used to assess the effectiveness of the physical intervention. The study captured in the source was anchored on evidence-based practices.

The source addressed ethical issues such as biasness and confidentiality of participants.

The study did not disclose sensitive confidential information that can lead to the participants' exposure to possible harms. Furthermore, the article employed impartiality in analyzing information provided to draw conclusions and recommendations. In essence, the ethical handling of research contributes to strengthening its validity.

The information read in the source opens up the mind to various dynamics in the management of autism. The findings of the source indicate that physical intervention can achieve numerous benefits, which therapists can explore to improve the lives of people living with autism. Moreover, the reading affirms the value of early intervention by focusing on young people rather than adults. From the article, one can appreciate the impact of physical activity intervention on the social and locomotive abilities of autistic youth.

12 References Chan, J., Deng, K., & Yan, J. (2020). The effectiveness of physical activity interventions on communication and social functioning in autistic children and adolescents: A metaanalysis of controlled trials. Autism, 25(4), 874-886.

Healy, S., Nacario, A., Braithwaite, R., & Hopper, C. (2018). The effect of physical activity interventions on youth with autism spectrum disorder: A meta-analysis. Autism Research, 11(6), 818-833.

Kouo, J., & Egel, A. (2016). The effectiveness of interventions in teaching emotion recognition to children with autism spectrum disorder. Review-Journal of Autism and Developmental Disorders, 3(3), 254-265.

Morris, P., Hope, E., Foulsham, T., & Mills, J. (2021). The effectiveness of mirroring- and rhythm-based interventions for children with autism spectrum disorder: A systematic review. Review-Journal of Autism and Developmental Disorders, 8(4), 541-561.

Tupou, J., van der Meer, L., Waddington, H., & Sigafoos, J. (2019). Preschool interventions for children with autism spectrum disorder: a review of effectiveness studies. ReviewJournal of Autism and Developmental Disorders, 6(4), 381-402.