Therapies for Children With Autism Spectrum Disorders

More documents

Recommendations

Info

Evidence Table. Therapies for children with ASD (continued) Study Description Intervention Author: Bass et al., 2009 Country: US Practice setting: Academic Intervention setting: Residential center Enrollment period: NR Funding: NR Author industry relationship disclosures: NR Design: RCT Intervention: Therapeutic horseback riding sessions, 1 hour per week over the span of 12 weeks, consisting of: • Mounting/dismounting: 5 minute instruction sessions aimed at stimulating verbal communication • Exercises: 10 minute warm-up with stretches, side walkers practice giving verbal/modeled/ physical prompts • Riding Skills: 15 minutes riding skill practice aimed to stimulate sensory seeking, gross fine motor domains • Mounted Games: 20 minute segment focusing on group and individual games to stimulate social and communication skills • Horsemanship: 10 minutes of taking part in grooming activities Assessment: SRS and Sensory Profile, pre- and post-intervention Groups: G1: therapeutic horseback riding G2: waitlist group Provider: Staff at the Good Hope Equestrian Training Center Measure of treatment fidelity reported: No Co-interventions held stable during treatment: Yes Concomitant therapies, n: None: G1: 8 G2: 3 Inclusion/ Exclusion Criteria/ Population Inclusion criteria: • Met criteria for DSM-IV- TR autism spectrum diagnosis • Parents had to consent to pre-testing, 12 weeks of therapeutic horseback riding, and one post testing session • No previous exposure to equine activities Exclusion criteria: • See inclusion criteria Age, years ± SD (range): G1: 6.95 ± 1.67 (5-10) G2: 7.73 ± 1.65 (4-10) Mental age: NR Gender, n: Male: G1: 17 G2: 12 Female: G1: 2 G2: 3 Race/ethnicity: NR SES: Maternal education: NR Household income: NR Diagnostic approach: Referral Diagnostic tool/method: DSM-IV-TR Diagnostic category, n: Mild autism: G1: 6 (18) G2: 5 (15) Moderate autism: G1: 10(29) G2: 6(18) Severe autism: G1: 2 (6) G2: 3(9) Aspergers: G1: 1(3) G2: 1(3) C-36 Baseline Measures Outcomes Tachycardia: G1: 7 (14.3) G2: 11 (14.7) G1/G2: P = 0.95 Social skills: SRS score, mean ± SD: Total: G1: 85.9 ± 37.5 G2: 89.3 ± 35.4 Social cognition: G1: 20.8 ± 7.3 G2: 11.5 ± 3.6 Social awareness: G1: 12.1 ± 4.7 G2: 11.5 ± 3.6 Social motivation: G1: 17.3 ± 7.1 G2: 18.2 ± 7.1 Motor skills: Sensory Profile score, mean ± SD: Fine motor/ perception: G1: 8.9 ± 3.5 G2: 8.6 ± 2.9 Sedentary: G1: 13.5 ± 5 G2: 11.9 ± 5.1 Sensory: Sensory Profile score, mean ± SD: Total: G1: 237.6 ± 55.9 G2: 240.9 ± 50.9 Sensory seeking: G1: 58.4 ± 10.6 G2: 53.9 ± 10.9 Sensory sensitivity: G1: 15.7 ± 3.6 G2: 16.1 ± 4.6 Educational/ cognitive/ academic attainment: Sensory Profile inattention/distractibility score, mean ± SD: G1: 21 ± 7.1 G2: 21.6 ± 4.6 Social skills: SRS score, mean ± SD: Total: G1: 73.6 ± 24.1 G2: 94.4 ± 32.1 G1/BL: P < 0.017 G2/BL: P = NS G1/G2: P < 0.05 Social cognition: G1: 16.1 ± 5.8 G2: 18.9 ± 6.6 G1/G2: P = NS Social awareness: G1: 9.9 ± 2.7 G2: 11.1 ± 3.2 G1/G2: P = NS Social motivation: G1: 12.5 ± 5.9 G2: 16.2 ± 6.7 G1/BL: P < 0.003 G2/BL: P = NS G1/G2: P < 0.05 Motor skills: Sensory Profile score, mean ± SD: Fine motor/ perception: G1: 9.4 ± 3.0 G2: 8.7 ± 3.1 G1/G2: P = NS Sedentary: G1: 16 ± 3.3 G2: 11.3 ± 4.8 G1/BL: P < 0.001 G2/BL: P = NS G1/G2: P < 0.01 Sensory: Sensory Profile score, mean ± SD: Total: G1: 269.4 ± 51.6 G2: 245.7 ± 50.3 G1/BL: P < 0.001 G2/BL: P = 0.101 G1/G2: P < 0.01
Evidence Table. Therapies for children with ASD (continued) Study Inclusion/ Exclusion Description Intervention Criteria/ Population Bass et al., 2009 Occupational therapy: Other characteristics, n: (continued) G1: 6 Verbal: G2: 5 G1: 9 Occupational/speech G2: 6 therapy: Non-verbal G1: 2 G1: 10 G2: 0 Occupational/speech/ physical therapy: G1: 0 G2: 1 Occupational/physical therapy: G1: 2 G2: 5 Speech therapy: G1: 1 G2: 1 N at enrollment: G1: 19 G2: 15 N at follow-up: G1: 19 G2: 15 G2: 9 Author: Chan et al., 2009 Country: China Practice setting: Academic Intervention setting: Academic Enrollment period: NR Funding: Culture Homes Ltd. Author industry relationship disclosures: NR Design: RCT Intervention: Inclusion criteria: Seven-star needle • Children with autism stimulation, 5-10 minute Exclusion criteria: treatment sessions, 5 • See inclusion criteria days a week for 6 weeks. Age, mean ± SD Therapist tapped the G1: 6.85 ± 1.76 child’s skin quickly G2: 6.89 ± 1.77 (approximately 20 times Mental age: every 5 seconds) with TONI, IQ ± SD: dermatoneural medical G1: 84.06 ± 15.75 hammer; stimulation was G2: 86.82 ± 19.91 performed three times Gender, n: each on the 2 sides of the Male: child’s back along the G1: 13 spine, along the midline of G2: 13 the front side of the body, Female: and on dorsal and pos- G1: 3 terior parts of the head G2: 3 Assessments: Race/ethnicity: Children were assessed NR before and after the SES: treatment group Maternal education: NR underwent seven-star Household income: NR needle stimulation Diagnostic approach: (baseline and 6 weeks); Referral from special Parent’s Rating Question- education centers naire, developed for the Diagnostic tool/method: C-37 Baseline Measures Outcomes Sensory seeking: G1: 62 ± 9.0 G2: 53.2 ± 10.5 G1/BL: P < 0.001 G2/BL: P = NS G1/G2: P < 0.01 Sensory sensitivity: G1: 17.2 ± 2.6 G2: 15.7 ± 4.8 G1/BL: P < 0.001 G2/BL: P = NS G1/G2: P < 0.001 Educational/ cognitive/ academic attainment: Sensory Profile inattention/distractibility score, mean ± SD: G1: 27 ± 4.6 G2: 21.4 ± 4.5 G1/BL: P < 0.001 G2/BL: P = NS G1/G2: P < 0.01 Harms: NR Modifiers: NR Overall ratings: Overall ratings: Parent’s Rating Parent’s Rating Questionnaire Questionnaire score, mean ± SD: score, mean Language: change ± SD: G1: NR Language: G2: NR G1: 1.21 ± 0.73 Social interaction: G2: 0.43 ± 0.35 G1: NR G1/G2: P < 0.01 G2: NR Social interaction: Stereotyped G1: 1.07 ± 0.77 behavior: G2: 0.42 ± 0.49 G1: NR G1/G2: P < 0.01 G2: NR Stereotyped Motor functioning: behavior: G1: NR G1: 0.55 ± 1.08 G2: NR G2: 0.34 ± 0.67 Overall: G1/G2: P = NS G1: NR G2: NR Motor functioning: Sensory: G1: 1.03 ± 1.15 QEEG spectral G2: 0.59 ± 0.71 amplitude, mean ± G1/G2: P = NS SD: Overall: Delta: G1: 0.97 ± 0.73 G1: 244.80 ± 86.32 G2: 0.41 ± 0.41 (n=7) G1/G2: P < 0.05
Page 1 and 2:
Comparative Effectiveness Review Nu
Page 3 and 4:
This report is based on research co
Page 5 and 6:
Acknowledgments We are indebted to
Page 7 and 8:
Therapies for Children With Autism
Page 9 and 10:
Dietary and Other Medical Intervent
Page 11 and 12:
Figures Figure A. Analytic framewor
Page 13 and 14:
Table A. Description of interventio
Page 15 and 16:
Analytic Framework Figure A. Analyt
Page 17 and 18:
Strength of evidence. The degree of
Page 19 and 20:
epetitive behavior showed improveme
Page 21 and 22:
subgroups of children, although the
Page 23 and 24:
We encourage investigators to provi
Page 25 and 26:
9. Remington B, Hastings RP, Kovsho
Page 27 and 28:
46. Green J, Charman T, McConachie
Page 29 and 30:
82. Reaven JA, Blakeley-Smith A, Ni
Page 31 and 32:
120. Masi G, Cosenza A, Mucci M, et
Page 33 and 34:
157. Evangeliou A, Vlachonikolis I,
Page 35 and 36:
Introduction Need for Evidence for
Page 37 and 38:
Interventions intended primarily to
Page 39 and 40:
Table 1. Description of behavioral
Page 41 and 42:
Serotonin reuptake inhibitors. Sero
Page 43 and 44:
Table 3. Description of medical and
Page 45 and 46:
Table 4. Description of allied heal
Page 47 and 48:
Key Questions and Analytic Framewor
Page 49 and 50:
Chapter 4 discusses the results in
Page 51 and 52:
Methods This chapter documents proc
Page 53 and 54:
• Did not present aggregated resu
Page 55 and 56:
Additional behavioral interventions
Page 57 and 58:
1. Did the study employ a group des
Page 59 and 60:
Scoring: Studies minimally had to h
Page 61 and 62:
These ratings of applicability do n
Page 63 and 64:
Figure 2. Disposition of articles a
Page 65 and 66:
• ABA-based approaches including
Page 67 and 68:
education, children in the intensiv
Page 69 and 70:
abilities. This finding is further
Page 71 and 72:
Table 10. Outcomes of early intensi
Page 73 and 74:
forecast behavior; perspective taki
Page 75 and 76:
interaction with peers; outcome mea
Page 77 and 78:
hyperactivity, inattention, challen
Page 79 and 80:
Table 12. Outcomes of RCTs assessin
Page 81 and 82:
Schedule for Affective Disorders an
Page 83 and 84:
SCAS-P=Spence Child Anxiety Scale-P
Page 85 and 86:
Summary of the literature. Jarusiew
Page 87 and 88:
Table 14. Overview of educational s
Page 89 and 90:
on the Ankara Developmental Screeni
Page 91 and 92:
Checklist scores decreased by 8.4 f
Page 93 and 94:
Table 15. Outcomes of studies asses
Page 95 and 96:
evaluated the effects of risperidon
Page 97 and 98:
that this somnolence improved over
Page 99 and 100:
Table 17. Outcomes of RCTs of antip
Page 101 and 102:
Serotonin Reuptake Inhibitors SRIs
Page 103 and 104:
One prospective case series of esci
Page 105 and 106:
Most participants were recruited fr
Page 107 and 108:
Dietary and Other Medical Intervent
Page 109 and 110:
Summary of the literature-other int
Page 111 and 112:
withdrew after the first six weeks;
Page 113 and 114:
therefore described separately belo
Page 115 and 116:
addressed, 85 typically involves on
Page 117 and 118:
In the second paper, 89 treatment s
Page 119 and 120:
Table 25. Overview of CAM studies a
Page 121 and 122:
Teacher and Parent Scales, behavior
Page 123 and 124:
Because of the potentially increase
Page 125 and 126:
Educational Interventions Child cha
Page 127 and 128:
showed diminished response to escit
Page 129 and 130:
oom as the other assessments, so it
Page 131 and 132:
contrast group (n=18) on three meas
Page 133 and 134:
and are based on consideration of f
Page 135 and 136:
Few studies directly comparing the
Page 137 and 138:
Strength of evidence. The strength
Page 139 and 140:
While individual studies of CBT and
Page 141 and 142:
Table 32. Summary of results of edu
Page 143 and 144:
Table 33. Summary of results of med
Page 145 and 146:
strength of this reviewed literatur
Page 147 and 148:
Table 36. Intervention, strength of
Page 149 and 150:
Table 37. Interventions/outcomes wi
Page 151 and 152:
gains. 104 Other studies have seen
Page 153 and 154:
percent of behavioral studies repor
Page 155 and 156:
limited followup, lack of comparati
Page 157 and 158:
individual intervention is warrante
Page 159 and 160:
selecting participants for their st
Page 161 and 162:
studies lacked an arm that consider
Page 163 and 164:
23. Kanner L. Autistic Disturbances
Page 165 and 166:
62. Dosman CF, Drmic IE, Brian JA,
Page 167 and 168:
104. Ben-Itzchak E and Zachor DA. T
Page 169 and 170:
142. Tyminski RF and Moore PJ. The
Page 171 and 172:
177. Aman MG, McDougle CJ, Scahill
Page 173 and 174: 214. Correia CT, Almeida JP, Santos
Page 175 and 176: 252. Akhondzadeh S, Tajdar H, Moham
Page 177 and 178: 290. Dawson G, Rogers S, Munson J,
Page 179 and 180: Acronyms/Abbreviations ABA Applied
Page 181 and 182: Appendix A. Exact Search Strings an
Page 183 and 184: Table A2. PsycINFO search strategie
Page 185 and 186: Therapies for Children with Autism
Page 187 and 188: Therapies for Children with ASD Sys
Page 189 and 190: Appendix C. Evidence Tables Tables
Page 191 and 192: Evidence Table. Therapies for child
Page 223: Evidence Table. Therapies for child
Page 275 and 276:
Evidence Table. Therapies for child
Page 277 and 278:
Page 279 and 280:
Page 281 and 282:
Page 283 and 284:
Page 285 and 286:
Page 287 and 288:
Page 289 and 290:
Page 291 and 292:
Page 293 and 294:
Page 295 and 296:
Page 297 and 298:
Page 299 and 300:
Page 301 and 302:
Page 303 and 304:
Page 305 and 306:
Page 307 and 308:
Page 309 and 310:
Page 311 and 312:
Page 313 and 314:
Page 315 and 316:
Page 317 and 318:
Page 319 and 320:
Page 321 and 322:
Page 323 and 324:
Page 325 and 326:
Page 327 and 328:
Page 329 and 330:
Page 331 and 332:
Page 333 and 334:
Page 335 and 336:
Page 337 and 338:
Page 339 and 340:
Page 341 and 342:
Page 343 and 344:
Page 345 and 346:
Page 347 and 348:
Page 349 and 350:
Page 351 and 352:
Page 353 and 354:
Page 355 and 356:
Page 357 and 358:
Page 359 and 360:
Page 361 and 362:
Page 363 and 364:
Page 365 and 366:
Page 367 and 368:
Page 369 and 370:
Page 371 and 372:
Page 373 and 374:
Page 375 and 376:
Page 377 and 378:
Page 379 and 380:
Page 381 and 382:
Page 383 and 384:
Page 385 and 386:
Page 387 and 388:
Page 389 and 390:
Page 391 and 392:
Page 393 and 394:
Page 395 and 396:
Page 397 and 398:
Page 399 and 400:
Page 401 and 402:
Page 403 and 404:
Page 405 and 406:
Page 407 and 408:
Page 409 and 410:
Page 411 and 412:
Page 413 and 414:
Page 415 and 416:
Page 417 and 418:
Page 419 and 420:
Page 421 and 422:
Page 423 and 424:
Page 425 and 426:
Page 427 and 428:
Page 429 and 430:
Page 431 and 432:
Page 433 and 434:
Page 435 and 436:
Page 437 and 438:
Page 439 and 440:
Page 441 and 442:
Page 443 and 444:
Page 445 and 446:
Page 447 and 448:
Page 449 and 450:
Page 451 and 452:
Page 453 and 454:
Page 455 and 456:
Page 457 and 458:
Page 459 and 460:
Page 461 and 462:
Page 463 and 464:
Page 465 and 466:
Page 467 and 468:
Page 469 and 470:
Page 471 and 472:
Page 473 and 474:
Page 475 and 476:
Page 477 and 478:
Page 479 and 480:
Page 481 and 482:
Page 483 and 484:
Page 485 and 486:
Page 487 and 488:
Page 489 and 490:
Page 491 and 492:
Page 493 and 494:
Page 495 and 496:
Page 497 and 498:
Page 499 and 500:
Page 501 and 502:
Page 503 and 504:
Page 505 and 506:
Page 507 and 508:
Page 509 and 510:
Page 511 and 512:
Page 513 and 514:
Page 515 and 516:
Page 517 and 518:
Page 519 and 520:
Page 521 and 522:
Page 523 and 524:
Page 525 and 526:
Page 527 and 528:
Page 529 and 530:
Page 531 and 532:
Page 533 and 534:
Page 535 and 536:
Page 537 and 538:
Page 539 and 540:
Page 541 and 542:
Page 543 and 544:
Page 545 and 546:
Page 547 and 548:
Page 549 and 550:
Page 551 and 552:
Page 553 and 554:
Page 555 and 556:
Page 557 and 558:
Page 559 and 560:
Page 561 and 562:
Page 563 and 564:
Page 565 and 566:
Page 567 and 568:
Page 569 and 570:
Page 571 and 572:
Page 573 and 574:
Page 575 and 576:
Page 577 and 578:
Page 579 and 580:
Page 581 and 582:
Page 583 and 584:
Page 585 and 586:
Page 587 and 588:
Page 589 and 590:
Page 591 and 592:
Page 593 and 594:
Page 595 and 596:
Page 597 and 598:
Country: US Practice setting: Clini
Page 599 and 600:
Dunn-Geier et al., 2000 (continued)
Page 601 and 602:
Evidence Table: Therapies for Child
Page 603 and 604:
Page 605 and 606:
Page 607 and 608:
Appendix D. List of Excluded Studie
Page 609 and 610:
31. Aarsland D, Cummings JL and Lar
Page 611 and 612:
59. Ahearn WH, Clark KM, Gardenier
Page 613 and 614:
89. Allison DB, Basile VC and MacDo
Page 615 and 616:
118. Ando H, Yoshimura I and Wakaba
Page 617 and 618:
146. Atkinson RP, Jenson WR, Rovner
Page 619 and 620:
177. Bakare MO, Agomoh AO, Ebigbo P
Page 621 and 622:
204. Baron-Cohen S, Scott FJ, Allis
Page 623 and 624:
233. Bebko JM, Perry A and Bryson S
Page 625 and 626:
262. Bergmann F, Stepp H, Metzger R
Page 627 and 628:
291. Birkan B, McClannahan LE and K
Page 629 and 630:
319. Boddy F, Rowan EN, Lett D, et
Page 631 and 632:
348. Bouma R and Schweitzer R. The
Page 633 and 634:
376. Broadstock M, Doughty C and Eg
Page 635 and 636:
404. Brudnak MA. Application of gen
Page 637 and 638:
432. Buitelaar JK. Why have drug tr
Page 639 and 640:
460. Butler DE, Nordin IC, L’Ital
Page 641 and 642:
489. Campbell M, Locascio JJ, Choro
Page 643 and 644:
517. Caronna EB, Augustyn M and Zuc
Page 645 and 646:
546. Case-Smith J and Miller H. Occ
Page 647 and 648:
574. Charlop MH, Burgio LD, Iwata B
Page 649 and 650:
602. Cheng CW, Cho SH, Taylor M, et
Page 651 and 652:
631. Cicero FR and Pfadt A. Investi
Page 653 and 654:
662. Collier D and Reid G. A compar
Page 655 and 656:
691. Coskun M, Karakoc S, Kircelli
Page 657 and 658:
718. Cullen LA, Barlow JH and Cushw
Page 659 and 660:
748. Davidovitch M, Holtzman G and
Page 661 and 662:
777. DeLeon IG, Fisher WW and Marhe
Page 663 and 664:
805. Devlin SD, Harber MM. Collabor
Page 665 and 666:
834. Doherty K, Fitzgerald M and Ma
Page 667 and 668:
863. Dudley LL, Johnson C and Barne
Page 669 and 670:
893. Dybvik AC. Autism and the Incl
Page 671 and 672:
924. Elder JH. In-home communicatio
Page 673 and 674:
953. Erickson CA, Posey DJ, Stigler
Page 675 and 676:
979. Faja S, Aylward E, Bernier R,
Page 677 and 678:
1008. Ferri R, Elia M, Agarwal N, e
Page 679 and 680:
1037. Fisher W, Kerbeshian J and Bu
Page 681 and 682:
1066. Fragala-Pinkham M, Haley SM a
Page 683 and 684:
1095. Furneaux B. Keeping the balan
Page 685 and 686:
1124. Garcaa-Villamisar D, Wehman P
Page 687 and 688:
1152. Ghezzi PM. Discrete Trials Te
Page 689 and 690:
1180. Goin-Kochel RP, Myers BJ and
Page 691 and 692:
1210. Gordon R, Handleman JS and Ha
Page 693 and 694:
1239. Grimaldi BL. The central role
Page 695 and 696:
1268. Guptill JT, Booker AB, Gibbs
Page 697 and 698:
1296. Hamdan-Allen G. Brief report:
Page 699 and 700:
1324. Hare DJ, Jones JPR and Paine
Page 701 and 702:
1356. Harrison S and Berry L. Valui
Page 703 and 704:
1386. Heilbrun AB, Jr., Blum N and
Page 705 and 706:
1414. Hetzroni OE and Shalem U. Fro
Page 707 and 708:
1443. Holburn CS. Counter the mistr
Page 709 and 710:
1473. Horner RH, Carr EG, Strain PS
Page 711 and 712:
1504. Hughes C, Soares-Boucaud I, H
Page 713 and 714:
1533. Ijichi S and Ijichi N. Beyond
Page 715 and 716:
1562. James SJ, Cutler P, Melnyk S,
Page 717 and 718:
1591. Johnson CR, Butter EM, Handen
Page 719 and 720:
1619. Joyce PR. The medical model-w
Page 721 and 722:
1647. Karmali I, Greer RD, Nuzzolo-
Page 723 and 724:
1673. Kelly AB, Garnett MS, Attwood
Page 725 and 726:
1702. Kielinen M, Linna SL and Moil
Page 727 and 728:
1731. Klin A, Lin DJ, Gorrindo P, e
Page 729 and 730:
1761. Koegel RL and Frea WD. Treatm
Page 731 and 732:
1790. Kolmen BK, Feldman HM, Handen
Page 733 and 734:
1819. Kratochvil CJ, Findling RL, M
Page 735 and 736:
1846. Lam MK and Rao N. Developing
Page 737 and 738:
1874. Lattimore LP, Parsons MB and
Page 739 and 740:
1903. Lee PC. Verification of a sim
Page 741 and 742:
1932. Lerman DC, Vorndran C, Addiso
Page 743 and 744:
1960. Licciardello CC, Harchik AE a
Page 745 and 746:
1989. Liptak GS, Orlando M, Yinglin
Page 747 and 748:
2015. Lorimer PA, Simpson RL, Myles
Page 749 and 750:
2043. Luiselli JK, Kane A, Treml T,
Page 751 and 752:
2071. MacFarlane JR and Kanaya T. W
Page 753 and 754:
2099. Malone RP, Maislin G, Choudhu
Page 755 and 756:
2127. Marin FZ. CAM versus nucleopl
Page 757 and 758:
2157. Martineau J, Roux S, Adrien J
Page 759 and 760:
2185. Matson JL and Lo Vullo SV. A
Page 761 and 762:
2213. McCabe H. The Importance of P
Page 763 and 764:
2240. McDougle CJ, Holmes JP, Carls
Page 765 and 766:
2267. McHale SM, Olley JG, Marcus L
Page 767 and 768:
2296. Merlo LJ, Lehmkuhl HD, Geffke
Page 769 and 770:
2325. Minderaa RB, Anderson GM, Vol
Page 771 and 772:
2354. Montgomery JM, Duncan CR and
Page 773 and 774:
2385. Morrison RS, Sainato DM, Benc
Page 775 and 776:
2413. Munesue T, Ono Y, Mutoh K, et
Page 777 and 778:
2445. Napolitano DA, Tessing JL, Mc
Page 779 and 780:
2474. Niederhofer H and Pittschiele
Page 781 and 782:
2501. Nwora AJ and Gee BM. A case s
Page 783 and 784:
2530. Olive ML, Lang RB and Davis T
Page 785 and 786:
2559. Owens JA, Rosen CL and Mindel
Page 787 and 788:
2589. Pansegrouw I and Alant E. Com
Page 789 and 790:
2618. Paul C, Williams KE, Riegel K
Page 791 and 792:
2646. Perry R, Nobler MS and Campbe
Page 793 and 794:
2675. Piazza CC, Hagopian LP, Hughe
Page 795 and 796:
2704. Poon L, Partika N and Bolman
Page 797 and 798:
2734. Prizant BM. Speech-language p
Page 799 and 800:
2764. Rapp JT, Vollmer TR, St. Pete
Page 801 and 802:
2792. Reed P, Broomfield L, McHugh
Page 803 and 804:
2819. Remington G, Sloman L, Konsta
Page 805 and 806:
2849. Ringdahl JE, Kitsukawa K, And
Page 807 and 808:
2877. Rogers SJ. Interventions that
Page 809 and 810:
2908. Rossignol DA. Novel and emerg
Page 811 and 812:
2939. Rutter M, Kreppner J, Croft C
Page 813 and 814:
2967. Sandt D. Social Stories for S
Page 815 and 816:
2994. Scanlon K. Art therapy with a
Page 817 and 818:
3023. Schneider CK, Melmed RD, Bars
Page 819 and 820:
3054. Schwartz IS, Sandall SR, Garf
Page 821 and 822:
3085. Shafer MS, Egel AL and Neef N
Page 823 and 824:
3115. Shipley-Benamou R, Lutzker JR
Page 825 and 826:
3143. Siller M and Sigman M. The be
Page 827 and 828:
3173. Smith C, Felce D, Jones E, et
Page 829 and 830:
3202. Snyder A, Bossomaier T and Mi
Page 831 and 832:
3230. Spero MH. The emancipation of
Page 833 and 834:
3259. Stephens CE. Spontaneous imit
Page 835 and 836:
3289. Strambi M, Longini M, Hayek J
Page 837 and 838:
3318. Suzumura K. How an autistic b
Page 839 and 840:
3346. Tager-Flusberg H and Calkins
Page 841 and 842:
3376. Taylor I, O’Reilly M and La
Page 843 and 844:
3407. Thunberg G, Ahlsen E and Sand
Page 845 and 846:
3435. Trembath D, Balandin S, Toghe
Page 847 and 848:
3464. Turner-Brown LM, Perry TD, Di
Page 849 and 850:
3492. Van Der Putt R, Dineen C, Jan
Page 851 and 852:
3522. Vitiello B. Recent NIMH clini
Page 853 and 854:
3553. Walenski M, Mostofsky SH, Gid
Page 855 and 856:
3581. Weber RC and Thorpe J. Teachi
Page 857 and 858:
3610. Wheeler JJ, Baggett BA, Fox J
Page 859 and 860:
3637. Williams B. Mental handicap n
Page 861 and 862:
3669. Wimpory D, Chadwick P and Nas
Page 863 and 864:
3698. Worth S and Reynolds S. The A
Page 865 and 866:
3728. Young JM, Krantz PJ, McClanna
Page 867 and 868:
3759. Zuddas A, Di Martino A, Mugli
Page 869 and 870:
Appendix F. Approach to Categorizin
Page 871 and 872:
APPENDIX G. Discussion of Recent Sy
Page 873 and 874:
one a casein free regime. Diets wer
Page 875 and 876:
outcome data as Type 6, defined as
Page 877 and 878:
Yes—no disclosures to make G7 Bai
Page 879 and 880:
Table G1. Characteristics of recent
Page 881 and 882:
Random assignment Appropriate compa
Page 883 and 884:
Page 885 and 886:
Page 887 and 888:
Page 889 and 890:
Page 891 and 892:
Page 893 and 894:
Study Group design Random assignmen
Page 895 and 896:
Page 897 and 898:
Page 899 and 900:
Page 901 and 902:
Page 903 and 904:
Page 905 and 906:
APPENDIX I. Applicability Summary T
Page 907 and 908:
Social skills (continued) Domain De
show all

Therapies for Children With Autism Spectrum Disorders

Create successful ePaper yourself

Delete template?

Save as template?