Therapies for Children With Autism Spectrum Disorders

Evidence Table. Therapies for children with ASD
Study
Inclusion/Exclusion Baseline
Description Intervention
Criteria/Population Measures Outcomes
Author:
Intervention:
Inclusion criteria:
Yoder, 2006 Identify putative child • Diagnosis of autistic
Country: (attention following, inten- disorder or PDD-NOS
US
Practice
setting:
Academic
Intervention
setting:
Clinic
Enrollment
period:
NR
Funding:
NIH and other
communication
disorders grant
Author industry
relationship
disclosures:
NR
Design:
Case series,
prospective
Note:
Shares participants
with Yoder
et al. 2006a
({#516}), 2006b
({#487}) & 2009
({#5719})
tional communication, • Age 18-60 months
motor imitation, diversity • Use of fewer than 10
of object play) and words during two
environmental factors communication samples
associated with growth of Exclusion criteria:
lexical density
• Severe sensory or motor
Hours of treatment/month, deficits
mean ± SD (range): • English not primary
16 ± 9 (11-145)
language spoken at
Hours of communication home
treatment/month, mean ± Age, months (range):
SD (range):
33.6 (21-54)
10 ± 5 (11-29)
Mental age, months ± SD
Assessment:
(range):
MSEL, Motor Imitation MSEL nonverbal:
Scale, Developmental 18.6 ± 3.7 (11.5-26.5)
Play Assessment tests at MSEL verbal:
baseline
11.9 ± 2.8 (7-19)
Lexical density measured Gender, n (%):
at baseline, 6 months and Male: 31 (89)
12 months using adapted Female: 4 (11)
version of ESCS-abridged Race/ethnicity, n (%):
and unstructured free play White: 24 (69)
with examiner for 15 African American: 8 (23)
minutes
Other: 3 (8)
Non-project treatment SES:
questionnaire admini- Primary parent education,
stered monthly for first 6 mean (range): 3-4 years
months and at 12 months college (10
Groups:
G1: intervention
Provider:
NR
Measure of treatment
fidelity reported:
No
Co-interventions held
stable during treatment:
NR
Concomitant therapies:
NR
N at enrollment:
G1: 35
N at follow-up:
G1: 35
th Communication/ Communication/
language: language:
MSEL cognitive ESCS and
standard score, unstructured free
mean ± SD (range): play lexical den-
51 ± 5.3 (48-67) sity, mean ± SD
MCDI number of (range):
words child under- 6 months: 3 ± 5
stands, mean ± SD (0-17)
(range):
12 months: 7 ± 11
86 ± 74 (1-277) (0-50)
ESCS and unstruc- Harms:
tured free play NR
lexical density, Modifiers:
mean ± SD (range): Expressive
0.5 ± 1.0 (0-5) language
ESCS attention impairment is a
following, mean ± significant
SD (range): predictor of
1.6 ± 2.2 (0-8) growth in lexical
ESCS and unstruc- density
tured free play (P = 0.004)
intentional After controlling
communication, for expressive
mean ± SD (range): language
25 ± 17 (4-83) impairment, the
Motor Imitation significant
Scale total raw predictors of
score, mean ± SD growth in lexical
(range):
density are
7.8 ± 6.4 (0-32) intentional
grade to > 2 Developmental Play communication
years graduate school) Assessment diver- (P = 0.009) and
Household income: NR sity of object play, diversity of object
Diagnostic approach: mean ± SD (range): play (P = 0.002),
In Study
39 ± 22.5 (7-123) but these are
Diagnostic tool/method: MSEL expressive significantly
ADOS
language impair- correlated (r =
Diagnostic category, n ment, mean ± SD 0.36; P < 0.05)
(%):
(range):
The amount of
Autism: 32 (91)
21 ± 3 (19-30) communication/
PDD-NOS: 3 (9)
speech treatment
Aspergers: NR
was not related to
Other characteristics:
growth rate of
NR
lexical density
after controlling
for expressive
language
impairment.
Yoder, 2006
Neither the total
(continued)
amount of therapy
nor the amount of
communication/
speech/language
therapy interacted
with baseline
attention following
C-296