Description
Each student will select 3 articles from professional refereed journals. The articles must be over 6 pages in length. The articles cannot be from newsletters, or summaries found on webpages, or electronic journals. However, journals that are published but then are also available electronically are okay. They must be data based research articles. A data based article typically uses participants. For this assignment, reviews are not considered data based articles and should not be used. One article must be related to ASD and interventions or innovative accommodations. Another article must be related to racial or ethnic, or cultural issues in ASD diagnosis and/or interventions/ treatment. The third article must be related to an issue of particular interest to you. For each article, a Research Article Reviews Summary Sheet must be completed and submitted through Canvas. The Research Article Reviews Summary Sheet can be found in, and downloaded from, Module 9. In submitting your summaries, include your name, the complete citation (using APA style). The reviews assignment is worth 150 points (50 points for each review). You will need to submit your 3 Research Article Reviews Summary Sheets as one document, in .doc or .docx format, electronically through Canvas. Do not attach or send me a copy of the journal articles. Please do not send your reviews to my e-mail account. I will not read them or grade them. The assignment, as all assignments, will only be read and graded when submitted through the Assignment section of Canvas. You must use your own words. All three reviews will be checked to determine if work from the original source is incorporated into the written portion of the review and passed off as original work. This check is done using TurnItIn SimCheck. TurnItIn SimCheck also checks your work against other student papers from current and prior courses.
The research article reviews assignment will be graded using the rubric in Appendix B. It is important that you review the rubric prior to starting the assignment.
NOTE: If you are not familiar with APA style, it is recommended that you review the American Psychological Association website and review this information there. You could also purchase the 7th Edition of the Publication Manual of the American Psychological Association. Or, you can typically check a manual out at a local library or the BSU Library. Also, if you wish to purchase the manual you can order a copy from the BSU Bookstore or at Barnes & Noble.
Rubric
Research Article Reviews Rubric (1)
Research Article Reviews Rubric (1)
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeBackground information and research questions for each article are identified and discussed
27 to >26.0 pts
Proficient
Study background is thorough and all research questions are identified and clear discussed.
26 to >18.0 pts
Competent
Brief description of study background with reference to research questions.
18 to >0 pts
Novice
Very little information for a rational for the study is given. Or research questions are vague or missing for at least one article.
27pts
This criterion is linked to a Learning OutcomeParticipants for each article is discussed
27 pts
Proficient
Participants are described in detail including age, gender, how they were recruited for the study, number of participants, and other relevant information.
26 pts
Competent
Participants are described, but not in complete detail for full credit.
18 pts
Novice
Participants are only briefly mentioned and several details are missing. Or participant information is missing for at least one article.
27pts
This criterion is linked to a Learning OutcomeMethods for each article is discussed
27 pts
Proficient
Method and research design is described in detail. Details are provided such as design of the study, instruments used within the study, what data was gathered, and how it was gathered. If design uses statistical analyses, the type of analysis is identified.
26 pts
Competent
Some details about the design are missing such that the reader cannot determine the process of the study. Some details described for full credit are absent or vague. Or the research design is not clearly stated.
18 pts
Novice
The method of the study is described briefly and several important components are missing. The research design is not clearly stated. Or methods information is missing for at least one article.
27pts
This criterion is linked to a Learning OutcomeResearch outcomes for each study is discussed
27 pts
Proficient
Research outcomes are first described in terms of the data collected. Discussion and conclusions drawn by the authors are provided.
26 pts
Competent
Research outcomes are only described in terms of conclusions drawn and the data is not discussed.
18 pts
Novice
Research outcomes are vague and not related to the questions asked in the study. Or outcomes information is missing for at least one article.
27pts
This criterion is linked to a Learning OutcomeCritique is provided for each article
27 pts
Proficient
A critique of the study is provided. Limitations to the study are given in detail and directions for future research are given.
26 pts
Competent
Critique of the study is limited to author’s noted limitations and does not display insight. Future directions are brief.
18 pts
Novice
Critique of the study is either missing or overly brief for at least one article.
27pts
This criterion is linked to a Learning OutcomeQuality of writing and APA-style citation
15 pts
Proficient
Critique is well written. Correct APA style citation is provided.
14 pts
Competent
Quality of writing is slightly poor. Or citation is not in APA style.
10 pts
Novice
Quality of writing is poor. Or citation is missing or not in APA style for at least one article.
15pts
Total Points: 150
Unformatted Attachment Preview
ARTICLE 1 (ASD INTERVENTION)
Background
The primary purpose of this article was to understand the psychological effect of intervention in
children with autism within the unit of family, with a broader evaluation of how it impacts the
siblings. While some families did not employ an ABA program intervention, others did use a homebased program (Cebula, 2012). The more we understand how the autism spectrum affects the
family as a whole and how interventions can influence or alter the behavior of its members1—
particularly the siblings—the more critical this study is. One possible inquiry would be: How can
siblings and relatives of autistic children adjust to and via the application of interventions in their
surroundings? It is possible that an intervention could have a favorable or lousy impact on siblings,
depending on how well they adjust psychologically to it once it is over and considering all the
factors.
Participants
One hundred thirty-two families were reviewed for the conduction of this research, while this
research age was from four to sixteen. Just forty-five of these households were already utilizing
ABA. There were 61 families without intense home-based interventions and 26 families using
ABA in the past but no longer doing so. A range of racial and ethnic backgrounds were represented
among the family groups. In addition, disparities in age, gender, illness, and disability are among
the demographics (Cebula, 2012). The work and education of the parents are also included. The
ages ranged from four to sixteen years old.
Methodology
Checklists and questionnaires were used to gain the data required to find the severity and
demographics of autism in children. The Gilliam Autism Rating Scale (GARS) was utilized to
measure the techniques. The families in the two groups—those using ABA and those not—were
matched based on child and family demographic factors.
Findings
It has been found from this research that parents of children impacted by autism who used ABA
interventions revealed that it was of critical advantage for the siblings. In particular when the
parents thought it was a more sensible and successful way to support their kids. As can be seen
from the quantification, group (r (45) = 0.66, ns) and a control group (r (45) = 0.60, ns). The
psychological results regarding the siblings’ comprehension of the effects of autism on their family,
particularly in connection to their relationship with the autistic child, have been used to support
the hypothesis (Cebula, 2012).
ARTICLE 2 (ETHNIC RELATED)
Background or Rationale
There has been some population-based research on ASD diagnosis by race, ethnicity or age of
children. The researcher’s goals are to determine the age at which ASD diagnoses occur in the
Hispanic population and the proportion of cases. To determine whether this ethnic group receives
the same diagnosis as other ethnic groups, researchers are examining whether culture and language
play a significant role in this process (Jo & Boyle, 2015).
Participants
Children of NSCSHCN between the ages of 3 and 17 were the participants of this specific research.
Forty thousand two hundred forty-two respondents were selected from the original 371,617 who
participated in the study. Two thousand seven hundred twenty-nine kids whose parents reported
having an ASD were chosen. Including 2,729 non-Hispanic White, non-Hispanic Black, and
Hispanic individuals, 80% of the participants were men and 20% were women in the final sample.
The following demographics were also included: family structure, health insurance, total number
of children living in the home, income of the parent or guardian, and higher education.
Methodology
The primary purpose of this part of the research is to explore the methods chosen to answer the
research question. A Random Digital-dial Telephone survey was conducted for the conduction of
this research. To ascertain whether the kid had special health care needs, screening instruments
were given to parents and households were contacted. These included greater medical attention,
mental health care, and educational assistance than would be typical for other children of the same
age, as well as the requirement for prescription drugs. A parent was chosen for a thorough interview
if one child in the home satisfied these requirements. Only one child was randomly selected if
multiple children met these requirements (Jo & Boyle, 2015). With 371,617 screening data, 40,242
were chosen, and in-depth interviews were conducted. Two thousand nine hundred twenty-seven
of these were chosen with an ASD parent-repeat. Then, they were classified as either mild,
moderate, or severe. Age groups 3–4, 5-8, 9–12, and 13 and older were subsequently assigned to
them.
Findings
This research explored that NHW had a broader proportion of Hispanics and later diagnoses while
others had fewer later diagnoses. However, severe ASD-NHW had a lower proportion of later
diagnosis than Hispanic-English and NHB, with Hispanic as the lowest later diagnosis. It was also
explored that children of a household stepfamily, several structured households or single mothers
have more probability of having a later diagnosis than those with biological parents. Furthermore,
if the diagnosis is less lucrative, the likelihood of co-occurring ADD and ADHD was higher in
NHW and NHB with later diagnoses than in those with earlier diagnoses. Compared to children
from NHB and Hispanic-other backgrounds, NHW children have a higher reported prevalence
estimate for ASD and a more significant percentage of subsequent diagnoses (Jo & Boyle, 2015).
Again, NHW had significantly greater rates of mild and moderate ASD than NHB. It shows that
the underrepresentation of older children in the two minority groups is the primary cause of the
prevalence gap between NHW and them. It is possible to conclude that Hispanic patients do not
always receive the care they need due to cultural differences, financial constraints, or insurance
coverage.
ARTICLE 3 (OWN CHOICE)
Background
The primary purpose of the conduction of this research was to understand the investigation
performed into how color phobias and obsessions of J.G., a young boy impacted by ASD, impacted
his behavior. This evaluation involves their obsession with J.G. with blue color and his phobia of
different other colors. It is required to recognize how this phobia and obsession can impact his
progress and learning as he grows up. Soon, it is thought to be the first step toward launching a
comprehensive investigation that will entail comprehending the mechanisms, causes, and many
ramifications of color obsession and phobias within ASD. In addition, four characteristics of
impulsivity, five characteristics of hyperactivity, and four characteristics of inattention were
assessed using a diagnosis checklist and were identified as unusual in this study (Ludlow &
Franklin, 2014). Is there enough information in these studies to comprehend and address how
children with ASD may perceive and think in the future? One theory might be that children with
autism may become obsessed with a particular hue at first and subsequently develop a phobia of
any other different color due to how colors impact their perception and cognition.
Participants
A young boy named J.S. was the primary participant in this research study. There are 27 kids
total—13 typically developing kids and 13 kids with ASD. The ages of the youngsters comprise
the 10.8 and 10.9-year-old T.D. children. While some participants were chosen from mainstream
and nearby ordinary schools, others were drawn from a particular school where admission
requirements include ASD levels. The participants’ race was not noted, nor was their gender
indicated. We only know that J.G. is a male.
Methodology
The methods used to complete this research depended on three significant experiences, each varied
from the other. 1) Color Association: seeks to determine if J.G.’s capacity to link objects to color
is unusual. 2) Discrimination: Discovering the Chromatic “ODD-ONEOUT”: A different theory
to the color association theory holds that children with color phobias and obsessions are
abnormally sensitive to color and chromatic variations in color. For example, an overall
hypersensitivity to color may increase one’s ability to see the subtle differences between hues and
may, therefore, trigger stronger sensations. 3) Color Classification: Naming and Grouping This
job analyzes J.G.’s naming and grouping of a set of colors that range from green to purple to
evaluate discrimination skills.
Findings
It has been found that every experience had a varied result. The first is about disliking colors and
like objectives; according to this, the preferences for solid colors and perhaps the aversion to colors
are viewed in J.G. and other people impacted by this diagnosis. It can be relevant to superior
capability to associate individuals as those like experiences or objects. Two, the intricacies of
various colors may be more apparent to someone with a general hypersensitivity to color, which
may cause stronger reactions (Ludlow & Franklin, 2014). The results demonstrate that J.G.’s
performance on the blue-purple group borders on both tasks and the blue-green boundaries on the
sorting test aligned with the T.D. and ASD groups. However, the naming task for J.G. on the bluegreen boundary displays a distinct pattern from that of the T.D. and ASD groups. Given that the
categorization curves do not form a smooth continuum, it is evident from the quantitative data that
there is a zone of name confusion spanning 7.5 hue units between 108G and 7.5B.
References
Cebula, K. R. (2012). Applied behavior analysis programs for autism: Sibling psychosocial
adjustment during and following intervention use. Journal of autism and developmental
disorders, 42, 847-862.
Jo, H., Schieve, L. A., Rice, C. E., Yeargin-Allsopp, M., Tian, L. H., Blumberg, S. J., … & Boyle,
C. A. (2015). Age at autism spectrum disorder (ASD) diagnosis by race, ethnicity, and primary
household language among children with special health care needs, United States, 2009–
2010. Maternal and Child Health Journal, 19, 1687-1697.
Ludlow, A. K., Heaton, P., Hill, E., & Franklin, A. (2014). Color obsessions and phobias in
autism spectrum disorders: The case of J.G. Neurocase, 20(3), 296-306.
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