Home  ASD-Service-Delivery-Format |
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Autism Spectrum Disorders
Service Delivery
Format
(e.g. individual, group)
External Scientific Evidence
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Evidence-Based Practice Guidelines |
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No evidence-based practice guidelines were found. |
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Evidence-Based Systematic Reviews |
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Therapies for Children With Autism Spectrum Disorders. Comparative Effectiveness Review No. 26
Warren, Z., Veenstra-VanderWeele, J., et al. (2011).
Agency for Healthcare Research and Quality (AHRQ) Publication No. 11-EHC029-EF.
Added: April 2012 |
Description
This is a systematic review of studies investigating the impact of various interventions for children with autism spectrum disorder (ASD) in comparison to no treatment, placebo, or other treatment.
Conclusions
“One study explicitly sought to examine the impact of provider (parent vs. professional) using similar interventions in an RCT. The study did not show a difference in outcomes for children receiving the UCLA/Lovaas protocol-based intervention in a clinical setting vs. at home from highly trained parents” (p. 7).
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Social Skills Interventions for Children with High-Functioning Autism Spectrum Disorders
Schreiber, C. (2011).
Journal of Positive Behavior Interventions, 13(1), 49-62.
Added: April 2012 |
Description
This is a review of studies that investigated social skills interventions used with children with high-functioning autism spectrum disorders (HFASD).
Conclusions
"Cognitive behavioral therapy or social skills instruction in a group setting for individuals with HFASD is a potentially effective way to teach social skills, and the group setting may foster friendships. However, in order for the skills to be maintained and generalized, they must be practiced in a naturalistic environment" (p. 59).
Clinical Expertise/Expert Opinion
| Consensus Guidelines |
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American Academy of Pediatrics; Council on Children with Disabilities
Management of Children With Autism Spectrum Disorders
Myers, S. M., & Johnson, C. P. (2007).
Pediatrics, 120(5), 1162-1182.
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Description
This guideline provides recommendations for the management of children with autism spectrum disorder (ASD). The target audience of this guideline is pediatricians. In place of formal recommendations, conclusive statements regarding the level of evidence supporting a specific treatment are included.
Recommendations
The guideline authors provide the following recommendations regarding comprehensive programs for children with ASD:
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initiation of early intervention when ASD diagnosis is suspected rather than deferring until diagnosis is definitive;
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systematically planned intensive intervention for at least 25 hours per week, 12 months per year;
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a low student-to-teacher ratio;
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family inclusion;
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opportunities for interaction with typically developing peers;
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ongoing progress measurement and documentation;
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strong structural element;
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strategies for generalization and maintenance;
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use of assessment-based curricula that address various components of communication, social skills, self-management, and responsibility and independence (p. 1164).
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National Research Council; National Academy of Sciences; U.S. Department of Education
Educating Children with Autism
Lord, C., & McGee, J. P., eds. (2001).
Washington (DC): National Academy Press, National Research Council: Division of Behavioral and Social Sciences, 323 pages.
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Description
This guideline provides recommendations for assessment and treatment of children with autism spectrum disorders (ASD). This report also addresses the needs of families of these children. The target audience of this guideline is professionals involved in the diagnosis and management of children with ASD, including speech-language pathologists. A detailed review precedes the recommendations, which describes the current evidence base for specific treatment approaches.
Recommendations
"Educational services should begin as soon as a child is suspected of having an autistic spectrum disorder" and should include a minimum of 25 hours per week, 12 months a year" (p. 220). This treatment should include individualized attention and specialized instruction in settings with typically developing children (pp. 220-221). Lack of progress over a 3-month period should result in increased intensity of service (pp. 220-221).
Client/Patient/Caregiver Perspectives
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No information was found pertaining to client/patient/caregiver perspectives. |
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