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18 results on '"Mulloy, Austin"'

1. Behavioral Intervention to Treat Selective Mutism across Multiple Social Situations and Community Settings

Author

Lang, Russell, Regester, April, and Mulloy, Austin

Abstract

We evaluated a behavioral intervention for a 9-year-old girl with selective mutism. The intervention consisted of role play and video self-modeling. The frequency of spoken initiations, responses to questions, and communication breakdowns was measured during three social situations (i.e., ordering in a restaurant, meeting new adults, and playing with new children) and in three community settings. Results demonstrated increases in spoken initiations and responses and decreases in communication breakdowns across all situations and settings. (Contains 1 figure.)

Published
2011

3. Use of Computer-Based Interventions to Teach Communication Skills to Children with Autism Spectrum Disorders: A Systematic Review

Author

Ramdoss, Sathiyaprakash, Lang, Russell, and Mulloy, Austin

Abstract

The purpose of this review is to provide a systematic analysis of studies involving the use of computer-based interventions (CBI) to teach communication skills to children with autism spectrum disorders (ASD). This review evaluates intervention outcomes, appraises the certainty of evidence, and describes software and system requirements for each included study. This review has three main aims: (a) to evaluate the evidence-base regarding CBI, (b) to inform and guide practitioners interested in using CBI, and (c) to stimulate and guide future research aimed at improving the efficiency and effectiveness of CBI in communication for individuals with ASD. Results suggest that CBI should not yet be considered a researched-based approach to teaching communication skills to individuals with ASD. However, CBI does seem a promising practice that warrants future research. (Contains 2 tables.)

Published
2011
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4. Behavioral Interventions for Rumination and Operant Vomiting in Individuals with Intellectual Disabilities: A Systematic Review

Author

Lang, Russell, Mulloy, Austin, and Giesbers, Sanne

Abstract

We conducted a systematic analysis of studies that involved the treatment of rumination and operant vomiting in individuals with developmental disabilities. A total of 21 studies involving a combined 32 participants were identified and analyzed in terms of (a) participant characteristics, (b) dependent variables, (c) intervention procedures, (d) functional assessment procedures and results, (e) intervention outcomes, and (f) certainty of evidence. In comparison to previous reviews on rumination and operant vomiting, this review identified fewer studies involving punishment-based interventions and an increase in function-based reinforcement interventions. Preliminary guidelines for practitioners faced with assessing and treating these behaviors are offered and directions for future research are discussed. (Contains 1 table.)

Published
2011
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5. Use of Computer-Based Interventions to Improve Literacy Skills in Students with Autism Spectrum Disorders: A Systematic Review

Author

Ramdoss, Sathiyaprakash, Mulloy, Austin, and Lang, Russell

Abstract

The purpose of this review is to provide a systematic analysis of studies investigating computer-based interventions (CBI) to improve literacy skills (e.g., reading, writing, and vocabulary) in students with autism spectrum disorders (ASD). This review synthesizes intervention outcomes, appraises the certainty of evidence, and describes software features and system requirements for each CBI. Across studies, CBI's effect on literacy skills was inconsistent. Some studies reported significant results and large effect sizes and other studies reported no improvements. Given the heterogeneity of the participants and the wide variety of literacy skills targeted for instruction, it is not possible from the existing literature to determine the variables most likely to be associated with effective CBI. Future research addressing this area as well as the relative effectiveness of CBI versus person delivered literacy instruction is warranted. (Contains 2 tables.)

Published
2011
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6. Gluten-Free and Casein-Free Diets in the Treatment of Autism Spectrum Disorders: A Systematic Review

Author

Mulloy, Austin, Lang, Russell, O'Reilly, Mark, Sigafoos, Jeff, Lancioni, Giulio, and Rispoli, Mandy

Abstract

This paper systematically reviews research on the effects of gluten-free and/or casein-free (GFCF) diets in the treatment of ASD. Database, hand, and ancestry searches identified 15 articles for review. Each study was analyzed and summarized in terms of (a) participants, (b) specifics of the intervention, (c) dependent variables, (d) results, and (e) certainty of evidence. Critical analysis of each study's methodological rigor and results reveal that the current corpus of research does not support the use of GFCF diets in the treatment of ASD. Given the lack of empirical support, and the adverse consequences often associated with GFCF diets (e.g., stigmatization, diversion of treatment resources, reduced bone cortical thickness), such diets should only be implemented in the event a child with ASD experiences acute behavioral changes, seemingly associated with changes in diet, and/or medical professionals confirm through testing the child has allergies or food intolerances to gluten and/or casein. (Contains 1 table.)

Published
2010
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18. A Monte Carlo investigation of multilevel modeling in meta-analysis of single-subject research data

Author

Mulloy, Austin Madison

Subjects
Multilevel modeling, Single subject research, Meta-analysis, Monte Carlo, Heterogenous variance, Quadratic model
Abstract

Multilevel modeling represents a potentially viable method for meta-analyzing single-subject research, but questions remain concerning its methodological properties with regard to characteristics of single-subject data. For this dissertation, Monte Carlo methods were used to investigate the properties of a 3 level model (i.e., with a quadratic equation at level 1), and three different level 1 error specifications (i.e., different variance components and covariances of 0, lag-1 autoregressive covariance structures, and separate error terms for each phase, with different variance components and covariances of 0). Data for simulated subjects were generated to have characteristics typical of published single-subject data (e.g., typical variances and magnitudes of effect). Samples were simulated for conditions which varied in number of data points per phase, number of subjects per study, number of studies meta-analyzed, level of autocorrelation in residuals, and continuity of variance across phases. Outcome variables examined included rates of convergence of analyses, power for statistical tests of fixed effects, and relative parameter bias of estimates of fixed effects, random effects’ variance components, and autocorrelation estimates. Convergence rates were found to be 100% for all level 1 error specifications and data conditions. Power for statistical tests of fixed effects was observed to be adequate when 10 or more data points were generated per phase and 60 or more total subjects were included in meta-analyses. The relative biases of estimates of fixed effects were found to have limited associations with numbers of data points per phase, levels of autocorrelation, and the continuity/discontinuity of variance across phases. Random effects’ variance components were observed to be frequently biased. Associations between relative bias and data conditions were found to vary by random effect. Finally, autocorrelation estimates were found to be biased in all conditions for which autocorrelation was generated. Results are discussed with regard to study strengths and limitations, and their implications for the meta-analysis of single subject data and primary single subject research.

Published
2011

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