Therapies for Children With Autism Spectrum Disorders

Evidence Table. Therapies for children with ASD
Study
Inclusion/Exclusion
Description Intervention
Criteria/Population
Author: Intervention:
Inclusion criteria:
Reed et al., Applied Behavioral • Age 2.5 to 4 years old
2007
Analysis (ABA): 1:1 • Beginning their first
Country: interaction for 2 to 3 hrs, teaching intervention
UK
approx 8 to 14 tasks or • Independent diagnosis
Practice drills per session;
of ASD made by
setting: programs used an specialist pediatrician
Community antecedent (question/ following initial referral
Intervention task), behavior
from a general medical
setting: (response)
practitioner
Home or school sometimes prompted if Exclusion criteria:
Enrollment necessary, and
• Receiving other major
period:
consequence procedure; intervention during the
2002 to 2004 programs included assessment period
Funding: Lovaas, verbal behavior, Age, months (range):
South East CABAS; all ABA G1: 40 (32-47)
Regional Special programs overseen by G2: 43 (41-48)
Educational either BCBA or CABAS- G3: 38 (30-45)
Needs
certified qualification Mental age:
Partnership Frequency: mean 30.4 NR
Author industry hours per week (range Gender, n (%):
relationship 20-40) of intervention Male:
disclosures: Special Nursery: group G1: 11 (92)
NR
interaction for 2 to 3 hrs; G2: 18 (90)
Design: a session would start and G3: NR
Retrospective end with six to eight Female:
cohort
children in a group with G1: 1 (8)
the teacher at the front; G2: 2 (10)
Note: see related individual tasks organized G3: NR
study, Reed et al. into highly structured Race/ethnicity:
2010
method as outlined by the NR
TEACCH methodology SES:
Frequency: mean 12.7 Maternal education: NR
hours per week (range Household income: NR
3-23) of intervention Diagnostic approach:
Portage: supervisor visits Referral
the parents once every 1 Diagnostic tool/method:
to 2 weeks, and parents GARS, CRS-R
and caregivers are shown Diagnostic category, n
how to apply this system (%):
during these visits; 1:1 Autism: 48 (100)
situation targeting several Other characteristics:
skills/week; 40 to 60 NR
min/day, scheduled when
the parent believes the
child will be at his or her
most receptive; children
are taught new skills
through the use of
questions and tasks,
prompts, and rewards
Frequency: mean 8.5
hours per week (range
2-15) of intervention
C-237
Baseline
Measures Outcomes
Overall ratings: Overall ratings:
GARS total score, GARS total score,
mean ± SD: mean change ±
G1: 90.5 ± 13.9 SD:
G2: 96.8 ± 10.4 G1: -2.0 ± 8.4
G3: 91.3 ± 14.3 G2: 0.5 ± 9.3
PEP-R total score, G3: 1.5 ± 5.9
mean ± SD: G1/G2/G3: P = NS
G1: 55.6 ± 13.8 PEP-R total score,
G2: 51.9 ± 20.1 mean change ±
G3: 53.3 ± 16.1 SD:
BAS II total score, G1: 13.6 ± 12.7
mean ± SD: G2: 10.2 ± 13.6
G1: 56.8 ± 16.6 G3: 1.6 ± 11.2
G2: 57.8 ± 12.8 G1/G2: P = NS*
G3: 53.4 ± 10.9 G1/G3: P < 0.05*
Repetitive G2/G3: P = NS*
behaviors: BAS II total score,
GARS stereotyped mean change ±
behaviors score, SD:
mean ± SD: G1: 17.8 ± 15.0
G1: 8.1 ± 2.8 G2: 7.9 ± 8.6
G2: 9.3 ± 2.3 G3: 6.6 ± 9.1
G3: 8.9 ± 3.1 G1/G2: P < 0.05*
Communication/ G1/G3: P < 0.05*
language: G2/G3: P = NS*
GARS
Social skills:
communication GARS social
score, mean ± SD: interaction score,
G1: 1.6 ± 3.3 mean change ±
G2: 5.9 ± 5.6 SD:
G3: 0.4 ± 1.8 G1: -0.4 ± 1.6
Social skills: G2: -0.6 ± 2.5
GARS social G3: 0.1 ± 1.1
interaction score, G1/BL: P = NS*
mean ± SD: G2/BL: P = NS*
G1: 7.4 ± 2.7 G3/BL: P = NS*
G2: 9.1 ± 2.8 G1/G2: P = NS*
G3: 8.3 ± 2.9 G1/G3: P = NS*
GARS develop- G2/G3: P = NS*
mental disturbance VABS socialization
score, mean ± SD: score, mean
G1: 9.2 ± 2.3 change ± SD:
G2: 9.6 ± 1.9 G1: 4.0 ± 7.3
G3: 9.2 ± 1.8 G2: 5.0 ± 8.8
PEP-R imitation G3: -0.3 ± 3.9
score, mean ± SD: G1/BL: P = NS*
G1: 45.5 ± 30.9 G2/BL: P < 0.05
G2: 52.9 ± 30.3 G3/BL: P = NS*
G3: 39.4 ± 22.1 G1/G2: P = NS*
G1/G3: P = NS*
G2/G3: P = NS*