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: Percentage of time Percentage of
Hartshorn et al., 30 minute movement • From a school for behavior observed time behavior
2001
sessions held twice a children with autism in session, mean ± observed in
Country:
US
Practice
setting:
Academic
Intervention
week for two months • Control group matched SD:
session, mean ±
Controls matched on age on age and development Adaptive behavior: SD:
and developmental level level with movement Stereotypical Adaptive
Assessments:
therapy group (from behaviors: behavior:
Behavior coded in 10- same school)
G1: 2.0 ± 0.5 Stereotypical
second time sample units Exclusion criteria: G2: 3.0 ± 0.4 behaviors:
setting:
for 6 one-minute periods • See inclusion criteria
School for children during the first 18 minutes Age, years (range):
with autism of first and last sessions; G1: 5 (3-7)
Enrollment controls observed during G2: NR
period:
two sessions two months Mental age:
NR
apart
NR
Funding: Groups:
Gender:
NIH, Johnson and G1: intervention NR
Johnson G2: controls
Race/ethnicity, %:*
Author industry Provider:
White:
relationship • Sessions given by G1: 80
disclosures: trained movement Hispanic:
NR
therapists.
G1: 10
Design: • Behaviors observed Black:
Non randomized and coded by G1: 10
controlled trial psychology graduate SES:
students with prior Maternal education: NR
training to 80% Household income:*
reliability
G1: “Middle SES”
Measure of treatment Diagnostic approach:
fidelity reported: No In Study/Referral
Co-interventions held Diagnostic tool/method:
stable during treatment: NR
NR
Diagnostic category:
Concomitant therapies: See inclusion criteria
NR
Other characteristics:
N at enrollment: NR
G1: 38
Wandering: G1: 2.0 ± 0.7
G1: 14.0 ± 2.4 G2: 4.0 ± 1.2
G2: 16.0 ± 2.8 G1/G2: P = NS
Social skills: Wandering:
Responding to touch G1: 10.0 ± 3.1
negatively: G2: 15.0 ± 2.9
G1: 5.0 ± 8 G1/G2: P < 0.05
G2: 4.0 ± 0.9 Social skills:
On-task passive: Responding to
G1: 16.0 ± 4.3 touch negatively:
G2: 15.0 ± 5.9 G1: 1.0 ± 2
On-task active: G2: 3.0 ± 0.5
G1: 77.0 ± 15.6 G1/G2: P < 0.01**
G2: 9.0 ± 13.2 On-task passive:
Eye contact: G1: 37.0 ± 116
G1: 9.0 ± 2.5 G2: 19.0 ± 7.3
G2: 11.0 ± 3.1 G1/G2: P <
Social relatedness 0.001**
toward teacher: On-task active:
G1: 28.0 ± 9.3 G1: 76.0 ± 19.1
G2: 25.0 ± 11.2 G2: 67.0 ± 16.3
Resisting teacher: G1/G2: P = NS
G1: 9.0 ± 1.7 Eye contact:
G2: 12.0 ± 1.5 G1: 7.0 ± 1.9
G2: 9.0 ± 2.4
G1/G2: P = NS
Social relatedness
toward teacher:
G2: 38
G1: 25.0 ± 7.9
N at follow-up:
G2: 21.0 ± 8.3
G1: 38
G1/G2: P = NS
G2: 38
Resisting teacher:
G1: 4.0 ± 1.5
G2: 10.0 ± 1.3
G1/G2: P < 0.05**
Harms:
NR
Modifiers:
NR
Comments: *This measure for G2 is described as “similar” to G1 but otherwise not reported.
**The p-values for three behaviors were different in the table (reported above) and the text: responding to touch negatively
(text P < 0.005; table P < 0.01), on-task passive (text P < 0.05; table P < 0.001), and resisting teacher (text: P < 0.01; table: P
< 0.05).
C-396