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: Overall ratings: Overall ratings:
Stahmer & Children’s Toddler School • participated in CTS VABS, n, mean age VABS, n, mean
Ingersoll, (CTS),
program for a minimum equivalent: age equivalent:
2009
• inclusive classroom of 6 months
G1: 16, 14 G1: 16, 21
serving 8 children with • received from a clinician
Country:
ASD and 8 typically not associated with the GARS, n, mean ± GARS, n, mean ±
US
developing children (4 project an independent SD:
SD:
in the morning, 4 in the diagnosis of ASD G1: 19, 87.2 ± 11.2 G1: 19, 76.5 ±
Practice
afternoon), inclusion • minimum nonverbal
23.0
setting: Academic sessions 3 hours a day, mental age of 12 mo. (on Social skills: P < 0.05
5 days a week,
BSID-II)
VABS Socialization,
Intervention • special skills training: 30 • less than 2 years 6 mo. n, mean ± SD: Social skills:
setting:
min/4 days a week of of age
G1: 16, 70.4 ± 8.9 VABS
Classroom one-to-one teaching
Socialization, n,
Enrollment
period:
NR
• arranged like typical
toddler classroom (i.e.
toys for appropriate
levels of paly)
Exclusion criteria:
See above
Age, mean/months
VABS socialization mean ± SD:
range of functioning, G1: 16, 75.0 ±
n (%):
10.9
Typical range 1 (6) P < 0.05
• Family participation
Funding:
component: weekly 2
Children’s Hospital hour home visit, home
Research grant teacher and
NIH
psychologist
California Early accompany family
Start
through transition
Author industry
(range):
27.6 (22-31)
Reported functional
social interaction
Mental age, BSID-II mean skills, n (%):
± SD:
Avoidant: 8 (40)
G1: 67.2 ± 14.7
Facilitated: 8 (40)
(n=19)
Parallel play: 4 (20)
Responsive to
VABS
socialization
range of
functioning, n (%):
Typical range: 5
(31)
relationship
disclosures:
NR
Design:
Case series,
prospective
Assessments:
Gender: n (%):
Administered at entry and M, 16 (80%)
approx. 1 week before F, 4 (20%)
child completed
treatment: BSID-II (by Race/ethnicity, n (%):
program psychologist), White: 12(60)
VABS (by program Asian: 2 (10)
director to parent), GARS Hispanic: 4(20)
(parent questionnaire), Filipino: 2(10)
and checklist of functional
skills developed by SES:
authors (by program Maternal education: NR
psychologist).
Mean age at exit: 35 mo. Household income: NR
peers: 0 (0) Reported
Reciprocal play: 0 functional social
(0)
interaction skills, n
(%):
Communication/ Avoidant: 0 (0)
language: Facilitated: 3 (15)
VABS
Parallel play: 5
Communication, n, (25)
mean ± SD: Responsive to
G1: 16, 71.1 ± 13.9 peers: 5 (25)
Reciprocal play: 7
VABS
(35)
communication P < 0.01
range of functioning,
n (%):
Communication/
Groups:
G1: Children’s Toddler
School (CTS)
Four Factor Index of Social Severely delayed language:
Status, n (%):
range: 1 (6) VABS
Major business/
Mildly delayed Communication,
professional: 5( 25) range: 7 (44) n, mean ± SD:
Med. business/minor Borderline range: 7 G1: 16, 79.3 ±
professional: 10(50) (44)
17.1
Skilled workers: 2(10) Average range: 1 (6) P < 0.01
Semiskilled workers: 3(15)
44% of children
Unskilled laborers: 0(0)
showed increases
Provider:
• Special and early
education classroom
teachers, at least
bachelor’s degree
• Speech
therapist/occupational
therapist
Diagnostic approach:
Referral
Diagnostic tool/method:
DSM-IV
C-346
Reported functional
communication
skills, %:
No functional
communication
system: 50
VABS
communication
range of
functioning, n (%):