Therapies for Children With Autism Spectrum Disorders

Evidence Table: Therapies for Children with ASD (continued)
Study
Description Intervention
NR
Author:
Mudford et al.,
2000
Country:
UK
Practice
setting:
Academic
Intervention
setting:
Clinic
Enrollment
period:
NR
Funding:
National Health
Service Research
and Development
Programme for
People with
Physical and
Complex
Disabilities
Author industry
relationship
disclosures:
NR
Design:
RCT, crossover
design
N at enrollment:
G1: 7
G2: 7
N at follow-up:
G1: 7
G2: 7
Intervention:
Auditory integration
training using Audio Tone
Enhancer/Trainer CD
player and headphones
10 hours training across
10 consecutive working
days, 2 30-minute
sessions per day at least
3.5 hours apart
Children were observed
for average 3.83 hours
across one school day
monthly, except month 12
Study was 14 months
total, with 3-5 months of
pretreatment baseline and
at least 4 months between
treatments
Groups:
G1: auditory integration
therapy--control
G2: control –auditory
integration therapy
Provider:
Persons trained by a
Director of the Society of
Auditory Intervention
Techniques; trainer and
assistants had at least 4
years experience working
with children with autism
and problem behaviors
Assessments:
Vineland Adaptive
Behavior Composite
Reynell Developmental
Language Scales-III
Leiter International
Performance Scale
Inclusion/ Exclusion
Criteria/ Population
Other characteristics:
5 of 7 children in G2 had
used a computer and knew
how to use a mouse; the
other two were given an
initial practice session
All children in G1 had
previously experienced
behavioral training
Inclusion criteria:
• Diagnosis of autism
confirmed by DSM-IV
and ICD-10 by
consultant psychologists
Exclusion criteria:
• See inclusion criteria
Age, mean/yrs ± SD
(range):
9.42 years ± 29 months
(5.75-13.92 years)
Mental age: NR
Gender, n (%):
M: 17 (81)
F: 4 (19)
Race/ethnicity, n (%):
NR
SES:
Maternal education: NR
Household income: NR
Diagnostic approach:
In study
Diagnostic tool/method:
Confirmed based on ICD-
10 and SDM-IV
classifications by previous
assessments, direct
observation and discussion
with teachers
Diagnostic category, n
(%):
Autism: 16 (100)
Other characteristics:
IQ for 15 for whom it was
available, mean (range): 56
(8-125)
C-415
Baseline
Measures Outcomes
P < 0.05
Problem behavior:
ABC-P hyperactivity,
mean ± SD
23.7 ± 9.4
NCBRF-P
hyperactive, mean ±
SD: 13.9 ± 5.5
Educational/
cognitive/
academic
attainment:
Leiter IQ (n=11),
mean: 68
Adaptive behavior:
VABS composite,
mean: 31
Communication/
language:
Derived language
quotient (age
equivalent/
chronological age x
100), mean: 26
Language
comprehension
quotient, mean: 28
Comprehension
age/months
equivalent, mean:
31
Reynell Language
Development
Scales-III
expressive language
age equivalents: 28
Medical:
Ear occlusion, %
mean ± S D: 8.2 ±
Harms:
NR
Modifiers:
The more children
attended in either
condition, the
more they learned
F(1,13) = 38.45
(P < 0.001)
Change at Audio
Integration
Training
Problem
behavior:
ABC-P
hyperactivity,
mean ± SD:
0.3 ± 3.6
(P < 0.05)
NCBRF-P
hyperactive, mean
± SD: -0.3 ± 2.0
(P < 0.10)
Change at control
Problem
behavior:
ABC-P
hyperactivity,
mean ± SD:
-4.1 ± 3.9
NCBRF-P
hyperactive, mean
± SD:
-2.0 ± 2.2
Educational/
cognitive/
academic
attainment:
Leiter IQ (n=11),
mean: 66
(P = NS)
Adaptive
behavior:
VABS composite,
mean: 29
t(15) = 3.36
P = 0.004