Therapies for Children With Autism Spectrum Disorders

Evidence Table. Therapies for children with ASD (continued)
Study
Inclusion/ Exclusion Baseline
Description Intervention
Criteria/ Population Measures Outcomes
Practice psychoeducational PEP-R
G3: 46.4 ± 21.9 G2: 69.54 ± 22.54
setting:
training vs. inclusive • Diagnosed with autistic G1/G2/G3: P = NS G3: 49 ± 25.24
Research center education in mainstream disorder and mental VABS composite G1/BL: P = 0.02
Intervention schools (i.e., treatment as retardation
scale, mean ± SD: G2/BL: P = 0.022
setting:
usual, nonspecific Exclusion criteria: G1: 100.72 ± 42.92 G3/BL: P = NS
Residential, clinic, program)
and/or school Duration: 3 years in
• See inclusion criteria
Age, years ± SD:
G2: 109.69 ± 33.83
G3: 94.8 ± 27.89
G1/G2/G3: P =
0.009
Enrollment setting
G1: 9.66 ± 2.31
G1/G2/G3: P = NS G1/G2: P = NS
period:
TEACHH residential – G2: 8.66 ± 2.01
Social skills: G1/G3: P = NS
NR
In residence education G3: 9.09 ± 2.07
VABS socialization G2/G3: P = 0.001
Funding: with regular intervals Mental age, months ± SD: score, mean ± SD: VABS composite
NR
home and no additional G1: 20.63 ± 9.52 G1: 16.1 ± 11.6 score, 3 years,
Author industry school involvement G2: 23.69 ± 10.5 G2: 16.23 ± 7.45 mean ± SD:
relationship TEACCH home based – G3: 20.4 ± 6.93
G3: 16 ± 5.29 G1: 127.81 ±
disclosures: Attended mainstream Gender, n (%):
G1/G2/G3: P = NS 45.07
NR
classes with support
Design: teacher; psycho-
Prospective cohort educational training of
Male: 34 (100)
Female: 0
Race/ethnicity:
Communication/
language:
VABS communica-
G2: 155.23 ±
39.89
G3: 109.6 ± 33.52
study
parents for 4 weeks, then NR
repeated 2 week stays on SES:
tion score, mean ±
SD:
G1/BL: P = 0.02
G2/BL: P = 0.02
6 month basis
Assessments:
CARS, LAP-R, PEP-R,
Maternal education: NR
Household income: NR
Diagnostic approach:
G1: 15.9 ± 14.9
G2: 19.46 ± 11.24
G3: 18.1 ± 10.48
G3/BL: P = NS
Composite score
with motor skills:
VABS
Groups:
G1: TEACCH in a
In Study
Diagnostic tool/method:
DSM-IV, CARS, ADI-R
G1/G2/G3: P = NS G1/G2/G3: P =
Problem behavior: NS
VABS maladaptive G1/G2: P = NS
residential center Diagnostic category, n (%): behaviors score,
G2: TEACCH parent Autism: 34 (100)
mean ± SD:
training
PDD-NOS: 0
G1: 16.18 ± 7.33
G3: inclusive education in Aspergers: 0
G2: 17.92 ± 6.57
G1/G3: P = NS
G2/G3: P = NS
Composite score
w/o motor skills:
mainstream school (no Other characteristics: G3: 18.5 ± 7.38 G1/G2/G3: P =
protocol)
Provider:
G1: Educators with
Severe Mental Retardation G1/G2/G3: P = NS 0.038
n (%): 34 (100)
Adaptive behavior: G1/G2: P = NS
CARS score, mean ± SD: VABS daily living G1/G3: P = NS
support of the
G1: 45.75 ± 5.23 score, mean ± SD: G2/G3: P = 0.01
management team (a G2: 42.42 ± 2.41 G1: 33.1 ± 12.9 Social skills:
psychologist, educational G3: 42.9 ± NR
G2: 31.92 ± 11.62 VABS socializa-
coordinator, neurologist,
G3: 27.8 ± 11.14 tion score, 3
and doctor specializing in
G1/G2/G3: P = NS years, mean ±
normal and special
Motor skills: SD:
education)
PEP-R fine motor G1: 25.5 ± 12.2
score, mean ± SD: G2: 27.46 ± 10.89
G1: 8.54 ± 4.18 G3: 16 ± 6.14
G2: 9.61 ± 3.69 G1/BL: P = 0.02
G3: 9.3 ± 3.8 G2/BL: P = 0.018
G1/G2/G3: P = NS G3/BL: P = NS
Panerai et al., G2: Support teacher, ADI-R score, mean ± SD: PEP-R gross motor Total score:
2009 (continued) specific generalist team Communication:
score, mean ± SD: G1/G2/G3: P =
(psychologist, doctor G1: 15.18 ± 2.79 G1: 11.45 ± 3.14 0.009
specializing in normal and G2: 14.15 ± 2.76 G2: 13.23 ± 4.64 G1/G2: P = NS
special education, G3: 13.6 ± 2.01
G3: 13.4 ± 4.03 G1/G3: P = 0.017
educator-coordinator, Social impairment: G1/G2/G3: P = NS G2/G3: P = 0.006
educator, social worker, G1: 27.45 ± 2.8
PEP-R eye-hand Interpersonal
psycho-motor and speech G2: 24.92 ± 4.54 coordination score, relationships:
therapists), and parent G3: 26.4 ± 2.55
mean ± SD: G1/G2/G3: P =
G3: Support teacher and Repetitive behavior: G1: 4.82 ± 2.89 0.017
general education G1: 7.09 ± 2.43
G2: 5.54 ± 3.53 G1/G2: P = NS
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