Trends in Autism Research in the Field of Education in Web of Science: A Bibliometric Study
Abstract
:1. Introduction
1.1. ASD in the Field of Education
1.2. Justification and Objectives
- To know the performance of scientific production indexed in WoS on “autism” in the field of education
- To determine the scientific evolution of “autism” in the field of education in WoS
- To define the most decisive issues on “autism” in the field of education in WoS
- To find out the most frequently published authors on “autism” in the field of education in Wos
2. Materials and Methods
2.1. Research Design
2.2. Procedure and Data Analysis
- Recognition: this process encompassed several actions: (1) the keywords of the reported WoS documents were analyzed (n = 9088); (2) co-occurrence node maps were designed; (3) a standardized network of co-words was created; (4) the keywords with the greatest significance were located (n = 8749); and (5) the most determining themes and constructs were established with a clustering algorithm
- Reproduction: various thematic networks and strategic diagrams made up of four regions were designed (upper right = motor and relevant themes; upper left = deeply rooted and isolated themes; lower left = disappearing or projected themes; and lower right = issues of poor development and transverse). All of these followed the principles of centrality and density
- Determination: Various temporary periods of literary study were configured. These were employed to analyze the development of nodes in different time intervals. Six periods were established (P1 = 1963–2008; P2 = 2009–2011; P3 = 2012–2013; P4 = 2014–2015; P5 = 2016–2017; and P6 = 2018–2019). The criteria for configuring the periods focused on originating intervals that had a similar number of publications. However, for authorship, only one period was configured, which occupies the entire analytical range (PX = 1963–2019). Likewise, to determine the strength of the association between intervals, the volume of keywords in common was taken as a reference
- Performance: This process involved the application of certain production indicators, connected to their corresponding inclusion criteria (Table 1)
3. Results
3.1. Scientific Performance and Production
3.2. Structural and Thematic Development
3.3. Thematic Evolution of Terms
3.4. Authors with the Highest Relevance Index
4. Discussion
5. Conclusions
Author Contributions
Funding
Conflicts of Interest
Appendix A
Interval 1963–2008 | |
Driving Themes | Keywords |
Pervasive-developmental-disorders | Childhood-autism, epidemiology, infantile-autism, age, spectrum-disorders, autism, Asperger-syndrome, and young-children. |
Deficits | Memory, play, normal-children, executive-function, mind, performance, individual, and symbolic-play. |
Validity | Reliability, differential-diagnosis, issues, children, impairment, intellectual-disability, interview, and classification. |
Students | Skills, inclusion, acquisition, behavior, instruction, outcomes, peer-interactions, and school. |
Interval 2009–2011 | |
Driving Themes | Keywords |
PDD-NOS | Differential-diagnosis, Matson-evaluation, profound-mental-retardation, adults, challenging-behavior, self-injurious-behavior, social-skills, and Asperger-syndrome. |
Prevalence | Psychopathology, epidemiology, epilepsy, intellectual-disability, pervasive-developmental-disorders, psychiatric-disorders, rates, and population. |
Young-children | Joint-attention, mental-retardation, biscuit, Autism-Spectrum-Disorder, behavior, intervention, and autism. |
Interval 2012–2013 | |
Driving Themes | Keywords |
Children | Asperger-syndrome, prevalence, individuals, adolescents, adults, Autism-Spectrum-Disorder, instruction, and autism. |
Pervasive-developmental-disorders | Gender, childhood-autism, diagnostic-interview, spectrum-disorders, ADHD, and symptoms. |
Challenging-behaviors | Young-children, aggression, biscuit, intellectual-disability, risk-factors, self-injurious-behavior, social-skills, and stereotype. |
Skills | Technology, joint-attention, imitation, behavior, communication, disabilities, intervention, and students. |
Interval 2014–2015 | |
Driving Themes | Keywords |
Mothers | Mental-health, parenting-stress, syndrome-specificity, adjustment, behavior-problems, families, fathers, and stress. |
School | Inclusion, bullying, loneliness, disorders, friendship, perceptions, perspectives, and victimization. |
Intervention | Autism, young-children, individuals, autism-spectrum-disorders, behavior, skills, students, and video-modeling. |
Social-skills | DSM-IV, Matson-evaluation, diagnostic-assessment, ASD, Depressive-behavioral-intervention, pervasive-developmental-disorder, social-stories, and play. |
Symptoms | Anxiety, depression, reliability, abnormalities, adolescents, psychiatric-disorders, toddlers, and youth. |
Interval 2016–2017 | |
Driving Themes | Keywords |
Pervasive-developmental-disorders | Mental-retardation, population, psychopathology, ADHD, prevalence, symptoms, and mental-retardation. |
Children | Autism, Asperger-syndrome, anxiety, adolescents, adults, Autism-spectrum-disorders, intervention, spectrum-disorders, and autism. |
Joint-attention | Language, pre-school-children, language-development, communication, infants, toddlers, Young-children, and pretend-play. |
Interval 2018–2019 | |
Driving Themes | Keywords |
Mothers | Stress, mental-health, impact, behavior-problems, families, fathers, social-support, and quality-of-life. |
Experiences | University, interpretative-phenomenological-analysis, Young-people, friendship, spectrum-disorders, NEEDS, education, and higher-education. |
Adolescents | Individuals, anxiety, high-school, adults, autism-spectrum-disorder, children, young-adults, and youth. |
Students | Inclusion, comprehension, elementary, disabilities, instruction, school, skills, and autism. |
References
- American Psychiatric Association. Reference Guide to the DSM 5 Diagnostic Criteria; American Psychiatric Association: Arlington, TX, USA, 2013. [Google Scholar]
- Lorah, E.R.; Karnes, A.; Miller, J.; Welch-Beardsley, J. Establishing peer manding in young children with autism using a speech-generating device. J. Dev. Phys. Disabil. 2019, 31, 791–801. [Google Scholar] [CrossRef]
- Vaásquez, B.; del Sol, M. Neuronal morphology in autism spectrum disorder. Int. J. Morphol. 2020, 38, 1513–1518. [Google Scholar]
- Fernandez-Prieto, M.; Moreira, C.; Cruz, S.; Campos, V.; Martínez-Regueiro, R.; Taboada, M.; Carracedo, A.; Sampaio, A. Executive functioning: A mediator between sensory processing and behaviour in autism spectrum disorder. J. Autism Dev. Disord. 2020, 1–13. [Google Scholar] [CrossRef]
- Hofvander, B.; Bering, S.; Tärnhäll, A.; Wallinius, M.; Billstedt, E. Few differences in the externalizing and criminal history of young violent offenders with and without autism spectrum disorders. Front. Psychiatry 2019, 10, 1–8. [Google Scholar] [CrossRef] [PubMed]
- Li, Y.; Zhou, Z.; Chang, C.; Qian, L.; Li, C.; Xiao, T.; Xiang, X.; Kangkang, C.; Fang, H.; Ke, X. Anomalies in uncinate fasciculus development and social defects in preschoolers with autism spectrum disorder. BMC Psychiatry 2019, 19, 1–9. [Google Scholar] [CrossRef] [Green Version]
- Muskett, A.; Capriola-Hall, N.N.; Radtke, S.R.; Factor, R.; Scarpa, A. Repetitive behaviors in autism spectrum disorder: Associations with depression and anxiety symptoms. Res. Autism Spectr. Disord. 2019, 68, 1–8. [Google Scholar] [CrossRef]
- Adams, D.; Emerson, L.M. The impact of anxiety in children on the autism spectrum. J. Autism Dev. Disord. 2020, 1–12. [Google Scholar] [CrossRef]
- Sadler, K.M. Video self-modeling to treat aggression in students significantly impacted by autism spectrum disorder. J. Spec. Educ. Technol. 2019, 34, 215–225. [Google Scholar] [CrossRef]
- Scott, K.E.; Kazazian, K.; Mann, R.S.; Möhrle, D.; Schormans, A.L.; Schmid, S.; Allman, B.L. Loss of Cntnap2 in the rat causes autism-related alterations in social interactions, stereotypic behavior, and sensory processing. Autism Res. 2020, 13, 1698–1717. [Google Scholar] [CrossRef]
- Masson, H.L.; de Beeck, H.O.; Boets, B. Reduced task-dependent modulation of functional network architecture for positive versus negative affective touch processing in autism spectrum disorders. NeuroImage 2020, 219, 117009. [Google Scholar] [CrossRef]
- Kovarski, K.; Malvy, J.; Khanna, R.K.; Arsène, S.; Batty, M.; Latinus, M. Reduced visual evoked potential amplitude in autism spectrum disorder, a variability effect? Transl. Psychiatry 2019, 9, 1–9. [Google Scholar] [CrossRef] [PubMed] [Green Version]
- Schwartz, S.; Wang, L.; Shinn-Cunningham, B.G.; Tager-Flusberg, H. Atypical perception of sounds in minimally and low verbal children and adolescents with autism as revealed by behavioral and neural measures. Autism Res. 2020, 13, 1718–1729. [Google Scholar] [CrossRef] [PubMed]
- Ardalan, A.; Assadi, A.H.; Surgent, O.J.; Travers, B.G. Whole-body movement during videogame play distinguishes youth with autism from youth with typical development. Sci. Rep. 2019, 9, 1–11. [Google Scholar] [CrossRef] [PubMed]
- Pereira, J.A.; Sepulveda, P.; Rana, M.; Montalba, C.; Tejos, C.; Torres, R.; Ranganatha, S.; Ruiz, S. Self-regulation of the fusiform face area in autism spectrum: A feasibility study with real-time fmri neurofeedback. Front. Hum. Neurosci. 2019, 13, 1–17. [Google Scholar] [CrossRef]
- Escolano-Pérez, E.; Acero-Ferrero, M.; Herrero-Nivela, M.L. Improvement of planning skills in children with autism spectrum disorder after an educational intervention: A pilot study from a mixed methods approach. Front. Psychol. 2019, 10, 1–18. [Google Scholar] [CrossRef]
- Adams, C.; Gaile, J. Evaluation of a parent preference-based outcome measure after intensive communication intervention for children with social (pragmatic) communication disorder and high-functioning autism spectrum disorder. Res. Dev. Disabil. 2020, 105, 103752. [Google Scholar] [CrossRef]
- Zajic, M.C.; Solari, E.J.; McIntyre, N.S.; Lerro, L.; Mundy, P.C. Observing visual attention and writing behaviors during a writing assessment: Comparing children with autism spectrum disorder to peers with attention-deficit/hyperactivity disorder and typically developing peers. Autism Res. 2020, 61, 1–13. [Google Scholar] [CrossRef]
- Kopec, J.; Hagmann, C.; Shea, N.; Prawl, A.; Batkin, D.; Russo, N. Examining the temporal limits of enhanced visual feature detection in children with autism. Autism Res. 2020, 13, 1561–1572. [Google Scholar] [CrossRef]
- Bacon, A.; Beaman, C.P.; Liu, F. An exploratory study of imagining sounds and “hearing” music in autism. J. Autism Dev. Disord. 2019, 50, 1123–1132. [Google Scholar] [CrossRef] [Green Version]
- Van’t Westeinde, A.; Cauvet, É.; Toro, R.; Kuja-Halkola, R.; Neufeld, J.; Mevel, K.; Bölte, S. Sex differences in brain structure: A twin study on restricted and repetitive behaviors in twin pairs with and without autism. Mol. Autism 2019, 11, 1–20. [Google Scholar] [CrossRef] [Green Version]
- Kordulewska, N.K.; Kostyra, E.; Piskorz-Ogórek, K.; Moszyńska, M.; Cieślińska, A.; Fiedorowicz, E.; Jarmołowska, B. Serum cytokine levels in children with spectrum autism disorder: Differences in pro-and anti-inflammatory balance. J. Neuroimmunol. 2019, 337, 577066. [Google Scholar] [CrossRef] [PubMed]
- Schiavi, S.; Carbone, E.; Melancia, F.; Buzzelli, V.; Manduca, A.; Campolongo, P.; Pallotini, V.; Trezza, V. Perinatal supplementation with omega-3 fatty acids corrects the aberrant social and cognitive traits observed in a genetic model of autism based on FMR1 deletion in rats. Nutr. Neurosci. 2020, 1–14. [Google Scholar] [CrossRef]
- Fusar-Poli, L.; Brondino, N.; Politi, P.; Aguglia, E. Missed diagnoses and misdiagnoses of adults with autism spectrum disorder. Eur. Arch. Psychiatry Clin. Neurosci. 2020, 1–12. [Google Scholar] [CrossRef] [PubMed]
- Sulek, R.; Trembath, D.; Paynter, J.; Keen, D. Factors influencing the selection and use of strategies to support students with autism in the classroom. Int. J. Disabil. Dev. Educ. 2019, 1–17. [Google Scholar] [CrossRef]
- Babb, S.; Raulston, T.J.; McNaughton, D.; Lee, J.Y.; Weintraub, R. The effects of social skill interventions for adolescents with autism: A meta-analysis. Remedial Spec. Educ. 2020, 1–15. [Google Scholar] [CrossRef]
- D’Agostino, S.R.; Douglas, S.N. Early childhood educators’ perceptions of inclusion for children with autism spectrum disorder. Early Child. Educ. J. 2020, 1–13. [Google Scholar] [CrossRef]
- Viezel, K.D.; Williams, E.; Dotson, W.H. College-based support programs for students with autism. Focus Autism Other Dev. Disabil. 2020, 29, 1–12. [Google Scholar] [CrossRef]
- Mayes, S.D.; Waschbusch, D.A.; Calhoun, S.L.; Mattison, R.E. How common are academic overachievement and underachievement in children with autism or ADHD? J. Dev. Phys. Disabil. 2019, 32, 775–783. [Google Scholar] [CrossRef]
- Tupou, J.; Waddington, H.; Sigafoos, J. Evaluation of a brief teacher coaching program for delivering an early intervention program to preschoolers with autism spectrum disorder. Infants Young Child. 2020, 33, 259–282. [Google Scholar] [CrossRef]
- Kasilingam, N.; Waddington, H.; Van Der Meer, L. Early intervention for children with autism spectrum disorder in new zealand: What children get and what parents want. Int. J. Disabil. Dev. Educ. 2019, 1–17. [Google Scholar] [CrossRef]
- Shooshtari, M.H.; Zarafshan, H.; Mohamadian, M.; Zareee, J.; Karimi-Keisomi, I.; Hooshangi, H. The effect of a parental education program on the mental health of parents and behavioral problems of their children with autism spectrum disorder. Iran. J. Psychiatry Clin. Psychol. 2020, 25, 356–367. [Google Scholar] [CrossRef]
- Taheri-Torbati, H.; Sotoodeh, M.S. Using video and live modelling to teach motor skill to children with autism spectrum disorder. Int. J. Incl. Educ. 2019, 23, 405–418. [Google Scholar] [CrossRef]
- Pérez-Fuster, P.; Sevilla, J.; Herrera, G. Enhancing daily living skills in four adults with autism spectrum disorder through an embodied digital technology-mediated intervention. Res. Autism Spectr. Disord. 2019, 58, 54–67. [Google Scholar] [CrossRef]
- Mpella, M.; Evaggelinou, C.; Koidou, E.; Tsigilis, N. The effects of a theatrical play programme on social skills development for young children with autism spectrum disorders. Int. J. Spec. Educ. 2019, 33, 828–845. [Google Scholar]
- Jackson, E.M.; Hanline, M.F. Using a concept map with RECALL to increase the comprehension of science texts for children with autism. Focus Autism Other Dev. Disabil. 2020, 35, 90–100. [Google Scholar] [CrossRef]
- Thompson, C.; Falkmer, T.; Evans, K.; Bölte, S.; Girdler, S. A realist evaluation of peer mentoring support for university students with autism. Br. J. Spec. Educ. 2018, 45, 412–434. [Google Scholar] [CrossRef]
- Dueñas, A.D.; Plavnick, J.B.; Goldstein, H. Effects of a multicomponent peer mediated intervention on social communication of preschoolers with autism spectrum disorder. Except. Child. 2020, 1–22. [Google Scholar] [CrossRef]
- McKeithan, G.K.; Sabornie, E.J. Social–behavioral interventions for secondary-level students with high-functioning autism in public school settings: A meta-analysis. Focus Autism Other Dev. Disabil. 2019, 35, 165–175. [Google Scholar] [CrossRef]
- Van Kessel, R.; Steinhoff, P.; Varga, O.; Breznoščáková, D.; Czabanowska, K.; Brayne, C.; Baron-Cohen, S.; Roman-Urrestarazu, A. Autism and education—Teacher policy in Europe: Policy mapping of Austria, Hungary, Slovakia and Czech Republic. Res. Dev. Disabil. 2020, 105, 103734. [Google Scholar] [CrossRef]
- Beverly, B.L.; Mathews, L.A. Speech-language pathologist and parent perspectives on speech-language pathology services for children with autism spectrum disorders. Focus Autism Other Dev. Disabil. 2020, 1–12. [Google Scholar] [CrossRef]
- Bassette, L.; Weissmann, A.; Pecsi, E.; Seaman, J. A comparison of app-based video-modeling interventions to teach physical activity skills to people with autism in a community setting. J. Spec. Educ. Technol. 2020, 1–13. [Google Scholar] [CrossRef]
- Ratliff-Black, M.; Therrien, W. Parent-mediated interventions for school-age children with ASD: A meta-analysis. Focus Autism Other Dev. Disabil. 2020, 1–11. [Google Scholar] [CrossRef]
- Goldman, S.E.; Sanderson, K.A.; Lloyd, B.P.; Barton, E.E. Effects of school-home communication with parent-implemented reinforcement on off-task behavior for students with ASD. Intellect. Dev. Disabil. 2019, 57, 95–111. [Google Scholar] [CrossRef] [PubMed]
- O’Brolchain, F.; Gordijn, B. Responsibility-enhancing assistive technologies and people with autism. Camb. Q. Healthc. Ethics 2020, 29, 607–616. [Google Scholar] [CrossRef] [PubMed]
- Gobrial, E.; Raghavan, R. Calm child programme: Parental programme for anxiety in children and young people with autism spectrum disorder and intellectual disabilities. J. Intellect. Disabil. 2018, 22, 315–327. [Google Scholar] [CrossRef] [PubMed] [Green Version]
- Freeman, S.F.; Paparella, T.; Kim, J.J.; Whelan, F.; Hellemann, G.; Forness, S. Participation in related services and behavioral, social, and adaptive symptom presentation in young children with autism spectrum disorder. Educ. Train. Autism Dev. Disabil. 2018, 53, 428–437. [Google Scholar]
- Rezae, M.; Chen, N.; McMeekin, D.; Tan, T.; Krishna, A.; Lee, H. The evaluation of a mobile user interface for people on the autism spectrum: An eye movement study. Int. J. Hum. Comput. Stud. 2020, 142, 102462. [Google Scholar] [CrossRef]
- Howorth, S.K.; Rooks-Ellis, D.; Flanagan, S.; Ok, M.W. Augmented reality supporting reading skills of students with autism spectrum disorder. Interv. Sch. Clin. 2019, 55, 71–77. [Google Scholar] [CrossRef]
- Ke, F.; Moon, J.; Sokolikj, Z. Virtual reality–based social skills training for children with autism spectrum disorder. J. Spec. Educ. Technol. 2020, 1–14. [Google Scholar] [CrossRef]
- Lorenzo, G.; Gómez-Puerta, M.; Arráez-Vera, G.; Lorenzo-Lledó, A. Preliminary study of augmented reality as an instrument for improvement of social skills in children with autism spectrum disorder. Educ. Inf. Technol. 2019, 24, 181–204. [Google Scholar] [CrossRef]
- So, W.C.; Cheng, C.H.; Lam, W.Y.; Wong, T.; Law, W.W.; Huang, Y.; Ng, K.C.; Tung, H.C.; Wong, W. Robot-based play-drama intervention may improve the narrative abilities of Chinese-speaking preschoolers with autism spectrum disorder. Res. Dev. Disabil. 2019, 95, 103515. [Google Scholar] [CrossRef] [PubMed]
- Fage, C.; Consel, C.; Etchegoyhen, K.; Amestoy, A.; Bouvard, M.; Mazon, C.; Sauzéon, H. An emotion regulation app for school inclusion of children with ASD: Design principles and evaluation. Comput. Educ. 2019, 131, 1–21. [Google Scholar] [CrossRef]
- Carrero, K.M.; Fuller, M.C. Teaching adolescents with autism to text message requests using video prompting. J. Spec. Educ. Technol. 2019, 1–10. [Google Scholar] [CrossRef]
- Roberts-Yates, C.; Silvera-Tawil, D. Better education opportunities for students with autism and intellectual disabilities through digital technology. Int. J. Spec. Educ. 2019, 34, 197–210. [Google Scholar]
- Ghanouni, P.; Jarus, T.; Zwicker, J.G.; Lucyshyn, J. The use of technologies among individuals with autism spectrum disorders: Barriers and challenges. J. Spec. Educ. Technol. 2019, 1–9. [Google Scholar] [CrossRef]
- Karabekir, E.P.; Akmanoğlu, N. Effectiveness of video modeling presented via smartboard for teaching social response behavior to children with autism. Educ. Train. Autism Dev. Disabil. 2018, 53, 363–377. [Google Scholar]
- Monaco, S.D.; Wolfe, P. Comparison of individualized and non-specific video-prompts to teach daily living skills to students with autism spectrum disorders. Educ. Train. Autism Dev. Disabil. 2018, 53, 378–392. [Google Scholar]
- Healy, S.; Marchand, G.; Williams, E. “I’m not in this alone” the perspective of parents mediating a physical activity intervention for their children with autism spectrum disorder. Res. Dev. Disabil. 2018, 83, 160–167. [Google Scholar] [CrossRef] [PubMed]
- Mykyta, A.D.; Zhou, Z. Accessing quality apps to promote basic relational concepts acquisition among young children with autism. Psychol. Sch. 2017, 54, 1302–1311. [Google Scholar] [CrossRef]
- McKissick, B.R.; Davis, L.L.; Spooner, F.; Fisher, L.B.; Graves, C. Using computer-assisted instruction to teach science vocabulary to students with autism spectrum disorder and intellectual disability. Rural Spec. Educ. Q. 2018, 37, 207–218. [Google Scholar] [CrossRef]
- Carpenter, K.L.; Hahemi, J.; Campbell, K.; Lippmann, S.J.; Baker, J.P.; Egger, H.L.; Espinosa, S.; Vermeer, S.; Sapiro, G.; Dawson, G. Digital behavioral phenotyping detects atypical pattern of facial expression in toddlers with autism. Autism Res. 2020, 67, 1–12. [Google Scholar] [CrossRef] [PubMed]
- Radley, K.C.; McHugh, M.B.; Taber, T.; Battaglia, A.A.; Ford, W.B. School-based social skills training for children with autism spectrum disorder. Focus Autism Other Dev. Disabil. 2017, 32, 256–268. [Google Scholar] [CrossRef]
- Parra-González, M.E.; López-Belmonte, J.; Segura-Robles, A.; Fuentes-Cabrera, A. Active and emerging methodologies for ubiquitous education: Potentials of flipped learning and gamification. Sustainability 2020, 12, 602. [Google Scholar] [CrossRef] [Green Version]
- Grossard, C.; Grynspan, O.; Serret, S.; Jouen, A.L.; Bailly, K.; Cohen, D. Serious games to teach social interactions and emotions to individuals with autism spectrum disorders (ASD). Comput. Educ. 2017, 113, 195–211. [Google Scholar] [CrossRef] [Green Version]
- Segura-Robles, A.; Moreno-Guerrero, A.J.; Parra-González, E.; López-Belmonte, J. Review of research trends in learning and the internet in higher education. Soc. Sci. 2020, 9, 101. [Google Scholar] [CrossRef]
- López-Belmonte, J.; Moreno-Guerrero, A.J.; López-Núñez, J.A.; Pozo-Sánchez, S. Analysis of the productive, structural, and dynamic development of augmented reality in higher education research on the web of science. Appl. Sci. 2019, 9, 5306. [Google Scholar] [CrossRef] [Green Version]
- Rodríguez-García, A.M.; López-Belmonte, J.; Agreda-Montoro, M.; Moreno-Guerrero, A.J. Productive, structural and dynamic study of the concept of sustainability in the educational field. Sustainability 2019, 11, 5613. [Google Scholar] [CrossRef] [Green Version]
- López-Belmonte, J.; Parra-González, M.E.; Segura-Robles, A.; Pozo-Sánchez, S. Scientific mapping of gamification in web of science. Eur. J. Investig. Health Psychol. Educ. 2020, 10, 832–847. [Google Scholar] [CrossRef]
- Martínez, M.A.; Cobo, M.J.; Herrera, M.; Herrera, E. Analyzing the scientific evolution of social work using science mapping. Res. Soc. Work Pract. 2015, 25, 257–277. [Google Scholar] [CrossRef]
- Moral-Muñoz, J.A.; Herrera-Viedma, E.; Santisteban-Espejo, A.; Cobo, M.J. Software tools for conducting bibliometric analysis in science: An up-to-date review. Prof. Inf. 2020, 3, 1–9. [Google Scholar] [CrossRef] [Green Version]
- Hirsch, J.E. An index to quantify an individual´s scientific research output. Proc. Natl. Acad. Sci. USA 2005, 102, 16569–16572. [Google Scholar] [CrossRef] [PubMed] [Green Version]
- Cobo, M.J.; López, A.G.; Herrera, E.; Herrera, F. Science mapping software tools: Review, analysis, and cooperative study among tools. J. Am. Soc. Inf. Sci. Technol. 2011, 62, 1382–1402. [Google Scholar] [CrossRef]
- López-Belmonte, J.; Segura-Robles, A.; Moreno-Guerrero, A.J.; Parra-González, E. Machine learning and big data in the impact literature. A bibliometric review with scientific mapping in web of science. Symmetry 2020, 12, 495. [Google Scholar] [CrossRef] [Green Version]
- López-Robles, J.R.; Otegi-Olaso, J.R.; Porto, I.; Cobo, M.J. 30 years of intelligence models in management and business: A bibliometric review. Int. J. Inf. Manag. 2019, 48, 22–38. [Google Scholar] [CrossRef]
- López-Belmonte, J.; Marín-Marín, J.A.; Soler-Costa, R.; Moreno-Guerrero, A.J. Arduino advances in web of science. A scientific mapping of literary production. IEEE Access 2020, 8, 128674–128682. [Google Scholar] [CrossRef]
- López-Núñez, J.A.; López-Belmonte, J.; Moreno-Guerrero, A.J.; Ramos, M.; Hinojo-Lucena, F.J. Education and diet in the scientific literature: A study of the productive, structural, and dynamic development in web of science. Sustainability 2020, 12, 4838. [Google Scholar] [CrossRef]
- Moreno-Guerrero, A.J.; López-Belmonte, J.; Marín-Marín, J.A.; Soler-Costa, R. Scientific development of educational artificial intelligence in web of science. Future Internet 2020, 12, 124. [Google Scholar] [CrossRef]
- Montero-Díaz, J.; Cobo, M.J.; Gutiérrez-Salcedo, M.; Segado-Boj, F.; Herrera-Viedma, E. Mapeo científico de la Categoría «Comunicación» en WoS (1980–2013). Comunicar 2018, 26, 81–91. [Google Scholar] [CrossRef] [Green Version]
- Moreno-Guerrero, A.J.; Gómez-García, G.; López-Belmonte, J.; Rodríguez-Jiménez, C. Internet addiction in the web of science database: A review of the literature with scientific mapping. Int. J. Environ. Res. Public Health 2020, 17, 2753. [Google Scholar] [CrossRef]
- Carmona-Serrano, N.; López-Belmonte, J.; Cuesta-Gómez, J.-L.; Moreno-Guerrero, A.-J. Documentary Analysis of the Scientific Literature on Autism and Technology in Web of Science. Brain Sci. 2020, 10, 985. [Google Scholar] [CrossRef]
- Happe, F.G.E. The role of age and verbal-ability in the theory of mind task-1–20performance of subjects with autism. Child Dev. 1995, 66, 843–855. [Google Scholar] [CrossRef] [PubMed]
- Lecavalier, L.; Leone, S.; Wiltz, J. The impact of behaviour problems on caregiver stress in young people with autism spectrum disorders. J. Intellect. Disabil. Res. 2006, 50, 172–183. [Google Scholar] [CrossRef] [PubMed]
- McEachin, J.J.; Smith, T.; Lovaas, O.I. Long-term outcome for children with autism who received early intensive behavioural treatment. Am. J. Ment. Retard. 1993, 97, 359–372. [Google Scholar]
- Bellini, S.; Akullian, J. A meta-analysis of video modeling and video self-modeling interventions for children and adolescents with autism spectrum disorders. Except. Children 2007, 71, 447–456. [Google Scholar] [CrossRef]
Configuration | Values |
---|---|
Analysis unit | Keywords authors, keywords Web of Science (WoS) |
Frequency threshold | Keywords: P1 = (4), P2 = (4), P3 = (5), P4 = (5), P5 = (5), P6 = (5) |
Authors: PX = (8) | |
Network type | Co-occurrence |
Co-occurrence union value threshold | Keywords: P1 = (3), P2 = (3), P3 = (4), P4 = (4), P5 = (4), P6 = (4) |
Authors: PX = (5) | |
Normalization measure | Equivalence index |
Clustering algorithm | Maximum size: 9; Minimum size: 3 |
Evolutionary measure | Jaccard index |
Overlapping measure | Inclusion rate |
Languages | n |
---|---|
English | 5487 |
Spanish | 58 |
Turkish | 41 |
Portuguese | 18 |
Areas of Knowledge | n |
---|---|
Special Education | 4307 |
Rehabilitation | 3538 |
Psychiatry | 1810 |
Developmental Psychology | 1763 |
Document Types | n |
---|---|
Article | 4015 |
Meeting abstract | 605 |
Proceeding paper | 357 |
Review | 288 |
Book review | 237 |
Denomination | n |
---|---|
Louisiana State University System | 191 |
University of California System | 172 |
University of North Carolina | 167 |
Authors | n |
---|---|
Matson, J.L. | 179 |
Sigafoos, J. | 42 |
Lang, R. | 38 |
Gillberg, C. | 36 |
Hasting, R.P. | 31 |
Howlin, P. | 31 |
Denomination | n |
---|---|
Research in Autism Spectrum Disorders | 1123 |
Journal on Intellectual Disability Research | 612 |
Research in Developmental Disabilities | 356 |
Journal of Developmental and Physical Disabilities | 215 |
Focus on Autism and Other Developmental Disabilities | 206 |
Countries | n |
---|---|
USA | 2821 |
England | 567 |
Australia | 469 |
Canada | 269 |
Interval 1963–2008 | ||||||
Denomination | Works | Index h | Index g | Index hg | Index q2 | Citations |
Validity | 26 | 19 | 25 | 21.79 | 32.03 | 1316 |
Pervasive-developmental-disorders | 137 | 50 | 86 | 65.57 | 70.36 | 8001 |
Deficits | 27 | 19 | 27 | 22.65 | 36.47 | 2293 |
Students | 49 | 25 | 47 | 34.28 | 33.17 | 2291 |
Joint attention | 29 | 19 | 28 | 23.07 | 35.41 | 1769 |
Diagnosis | 34 | 21 | 34 | 26.72 | 32.4 | 1702 |
Disabilities | 44 | 33 | 43 | 37.67 | 46.31 | 3804 |
Adolescents | 27 | 18 | 26 | 21.63 | 24.74 | 1420 |
Mental-Retardation | 14 | 11 | 14 | 12.41 | 27.95 | 1119 |
Early-intervention | 9 | 8 | 9 | 8.49 | 16.97 | 644 |
Behavioral-intentions | 5 | 5 | 5 | 5 | 13.42 | 193 |
Self | 6 | 6 | 6 | 6 | 24.98 | 561 |
People | 8 | 8 | 8 | 8 | 29.8 | 1429 |
Peers | 7 | 6 | 7 | 6.48 | 13.42 | 200 |
Maintenance | 6 | 6 | 6 | 6 | 14.7 | 216 |
Interval 2009–2011 | ||||||
Denomination | Works | Index h | Index g | Index hg | Index q2 | Citations |
Mothers | 27 | 20 | 27 | 23.24 | 35.78 | 1707 |
PPD-NOS | 38 | 27 | 38 | 32.03 | 36.74 | 2301 |
Prevalence | 38 | 26 | 38 | 31.43 | 43.86 | 2305 |
Young-children | 169 | 47 | 76 | 59.77 | 64.68 | 7420 |
Asperger-Syndrome | 66 | 35 | 60 | 45.83 | 50.2 | 3626 |
Individuals | 23 | 18 | 23 | 20.35 | 25.811 | 970 |
Disabilities | 23 | 16 | 23 | 19.18 | 22.27 | 764 |
Skills | 18 | 13 | 18 | 15.3 | 25.5 | 842 |
Diagnosis | 16 | 13 | 16 | 14.42 | 23.37 | 808 |
Disorders | 7 | 6 | 7 | 6.48 | 22.45 | 676 |
Diagnostic-assessment | 7 | 7 | 7 | 7 | 19.8 | 708 |
Developmental-disabilities | 6 | 6 | 6 | 6 | 10.39 | 126 |
Interval 2012–2013 | ||||||
Denomination | Works | Index h | Index g | Index hg | Index q2 | Citations |
Mothers | 26 | 17 | 26 | 21.02 | 26.08 | 788 |
Challenging-behaviors | 49 | 20 | 30 | 24.49 | 26.83 | 1048 |
Children | 339 | 42 | 62 | 51.03 | 51.85 | 7821 |
Pervasive-developmental-disorders | 47 | 20 | 34 | 26.08 | 28.64 | 1243 |
Skills | 101 | 32 | 48 | 39.19 | 40.4 | 2841 |
Validity | 33 | 15 | 23 | 18.57 | 19.36 | 576 |
Language | 35 | 15 | 24 | 18.97 | 21.21 | 645 |
Anxiety | 19 | 12 | 19 | 15.1 | 25.22 | 718 |
Parents | 13 | 11 | 13 | 11.96 | 16.91 | 387 |
Self | 8 | 7 | 8 | 7.48 | 8.77 | 134 |
Young-adults | 8 | 8 | 8 | 8 | 15.23 | 313 |
Interval 2014–2015 | ||||||
Denomination | Works | Index h | Index g | Index hg | Index q2 | Citations |
Challenging-behaviors | 43 | 15 | 24 | 18.97 | 20.86 | 673 |
Mothers | 48 | 17 | 25 | 20.62 | 20.62 | 797 |
Intervention | 320 | 29 | 40 | 34.06 | 34.9 | 4142 |
Symptoms | 51 | 17 | 26 | 21.02 | 20.2 | 865 |
Children | 167 | 25 | 34 | 29.15 | 30.82 | 2194 |
School | 27 | 12 | 19 | 15.1 | 16.97 | 411 |
Social-Skills | 30 | 8 | 13 | 10.2 | 10.58 | 231 |
Joint-Attention | 24 | 11 | 19 | 14.46 | 16.25 | 382 |
Infants | 14 | 6 | 10 | 7.75 | 8.49 | 109 |
Recognition | 11 | 6 | 10 | 7.75 | 8.49 | 118 |
Education | 12 | 8 | 11 | 9.38 | 14.7 | 251 |
ADHD | 11 | 7 | 10 | 8.37 | 9.9 | 142 |
Social-Support | 8 | 6 | 8 | 6.93 | 14.07 | 170 |
Interval 2016–2017 | ||||||
Denomination | Works | Index h | Index g | Index hg | Index q2 | Citations |
Behavior-problems | 23 | 9 | 14 | 11.22 | 11.62 | 245 |
Children | 392 | 20 | 27 | 23.24 | 24.08 | 2577 |
Joint-attention | 64 | 12 | 17 | 14.28 | 15.1 | 438 |
Transition | 35 | 10 | 15 | 12.25 | 13.78 | 302 |
Pervasive-developmental-disorders | 27 | 11 | 16 | 13.27 | 14.46 | 311 |
Students | 74 | 13 | 18 | 15.3 | 15.72 | 529 |
Intellectual-disability | 36 | 11 | 14 | 12.41 | 12.85 | 313 |
Behavior | 36 | 8 | 12 | 9.8 | 11.66 | 219 |
Experiences | 32 | 7 | 14 | 9.9 | 10.58 | 253 |
Friendship | 18 | 7 | 12 | 9.17 | 9.9 | 161 |
Diagnosis | 16 | 7 | 11 | 8.77 | 9.54 | 133 |
Validity | 12 | 6 | 8 | 6.93 | 7.35 | 75 |
Mind | 9 | 4 | 8 | 5.66 | 8.94 | 91 |
Virtual-reality | 10 | 6 | 9 | 7.35 | 6.93 | 95 |
Interval 2018–2019 | ||||||
Denomination | Works | Index h | Index g | Index hg | Index q2 | Citations |
Mothers | 56 | 5 | 6 | 5.48 | 5.92 | 136 |
Adolescents | 286 | 11 | 15 | 12.85 | 13.27 | 784 |
Joint-attention | 47 | 4 | 6 | 4.9 | 6.63 | 84 |
Students | 117 | 9 | 11 | 9.95 | 9.995 | 267 |
Experiences | 42 | 6 | 8 | 6.93 | 8.49 | 119 |
Young-children | 81 | 6 | 9 | 7.35 | 9.49 | 168 |
Asperger-syndrome | 36 | 7 | 12 | 9.17 | 9.9 | 193 |
Prevalence | 33 | 5 | 8 | 6.32 | 6.71 | 105 |
Parents | 38 | 5 | 5 | 5 | 5 | 84 |
ASD | 31 | 5 | 6 | 5.48 | 5.48 | 82 |
Perceptions | 13 | 3 | 4 | 3.46 | 3.46 | 21 |
Exercise | 5 | 2 | 3 | 2.45 | 4.69 | 18 |
Profiles | 8 | 2 | 4 | 2.83 | 4 | 17 |
Transition | 9 | 2 | 3 | 2.45 | 3.74 | 18 |
Publisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations. |
© 2020 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/).
Share and Cite
Carmona-Serrano, N.; López-Belmonte, J.; López-Núñez, J.-A.; Moreno-Guerrero, A.-J. Trends in Autism Research in the Field of Education in Web of Science: A Bibliometric Study. Brain Sci. 2020, 10, 1018. https://doi.org/10.3390/brainsci10121018
Carmona-Serrano N, López-Belmonte J, López-Núñez J-A, Moreno-Guerrero A-J. Trends in Autism Research in the Field of Education in Web of Science: A Bibliometric Study. Brain Sciences. 2020; 10(12):1018. https://doi.org/10.3390/brainsci10121018
Chicago/Turabian StyleCarmona-Serrano, Noemí, Jesús López-Belmonte, Juan-Antonio López-Núñez, and Antonio-José Moreno-Guerrero. 2020. "Trends in Autism Research in the Field of Education in Web of Science: A Bibliometric Study" Brain Sciences 10, no. 12: 1018. https://doi.org/10.3390/brainsci10121018
APA StyleCarmona-Serrano, N., López-Belmonte, J., López-Núñez, J. -A., & Moreno-Guerrero, A. -J. (2020). Trends in Autism Research in the Field of Education in Web of Science: A Bibliometric Study. Brain Sciences, 10(12), 1018. https://doi.org/10.3390/brainsci10121018