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American Speech-Language-Hearing Association    Guidelines for Speech-Language Pathologists in Diagnosis, Assessment, and Treatment of Autism Spectrum Disorders across the Life Span Wetherby, A., Diehl, S., et al. (2006). Rockville (MD): American Speech-Language-Hearing Association, 46 pages.    Added: July 2011

 

Description

This guideline provides recommendations for screening, diagnosis, assessment and treatment of children and adults with autism spectrum disorder (ASD). The target audience of this guideline is speech-language pathologists. 

 

Recommendations

“SLPs should provide services in natural learning environments that are connected with functional and meaningful outcomes and only provide pull-out services when repeated opportunities do not occur in the natural environment or to work on functional skills in more focused environments. Because of the limited impact of pull-out services focused on discrete skills, SLPs should ensure that any pull-out services are tied to meaningful, functional outcomes and incorporate activities that relate to the natural environment” (p. 32). 

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Evidence-Based Systematic Reviews

Social Story Interventions for Students with Autism Spectrum Disorders: A Meta-Analysis Kokina, A., & Kern, L. (2010). Journal of Autism and Developmental Disorders, 40(7), 812-826. Added: April 2012

Description
This is a meta-analysis of single-subject research that investigated the use of Social Stories (TM) and the impact of a set of moderator variables on intervention outcomes, including social and communication skills, in participants with autism spectrum disorder (ASD).  

Conclusions

"Social Stories implemented in the general education settings produced substantially larger effects on students' behaviors than those implemented in the self-contained settings" (p. 823). 

 

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Training Paraprofessionals to Implement Interventions for People Autism Spectrum Disorders: A Systematic Review Rispoli, M., Neely, L., et al. (2011). Developmental Rehabilitation, 14(6), 378-388. Added: April 2012

 

Description

This is a review of experimental studies that investigated training of paraprofessionals to implement interventions with individuals with autism spectrum disorder (ASD) in school or rehabilitation settings. 

 

Conclusions

"Given the increase in the number of individuals with ASD requiring behavioural and educational interventions, the reliance on paraprofessionals in schools and rehabilitation settings is not likely to decrease" (p. 387). 

 

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A Meta-Analysis of Peer-Mediated Interventions for Young Children with Autism Spectrum Disorders Zhang, J., & Wheeler, J. J. (2011). Education and Training in Autism and Developmental Disabilities, 46(1), 62-77. Added: April 2012

 

Description

This is a meta-analysis of single-subject design studies that investigated peer-mediated interventions for promoting social interactions in young children with autism spectrum disorder (ASD). 

 

Conclusions

"Further categorical comparisons suggest that these interventions were more effective in enhancing social responses in younger boys, when older male siblings served as interventionists, when the interventions took place in the home, when peer modeling was used, and when consideration was given to maintenance and generalization across participants, behaviors and activities, and in involving collaboration among all researchers, peers/siblings, school staff, and parents/families" (p. 71). 

 

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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). 

 

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Use of School Recess Time in the Education and Treatment of Children with Autism Spectrum Disorders: A Systematic Review Lang, R., Kuriakose, S., et al. (2011). Research in Autism Spectrum Disorders, 5(4), 1296-1305. Added: April 2012

 

Description

This is a review of studies that investigated the "use of school recess time in the education and treatment of children with autism spectrum disorders [ASD]" (p. 1296). 

 

Conclusions

The most common approach implemented during recess was peer-mediated intervention (PMI). 

 

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Is Video-Based Instruction Effective in the Rehabilitation of Children with Autism Spectrum Disorders? Kagohara, D. M. (2010). Developmental Neurorehabilitation, 13(2), 129-140. Added: April 2012

 

Description

This is a review of peer-reviewed studies that investigated the effectiveness of video-based instruction in the rehabilitation of children with autism spectrum disorder (ASD). 

 

Conclusions

Most [video-modeling] interventions were conducted in school and home settings; community-based interventions were the minority" (p. 138). 

 

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Quantitative Synthesis and Component Analysis of Single-Participant Studies on the Picture Exchange Communication System Tincani, M., & Devis, K. (2011). Remedial & Special Education, 32(6), 458-470.  Added: April 2012

 

Description

This is a meta-analysis of single-participant studies of the Picture Exchange Communication System (PECS) used with individuals with autism spectrum disorder (ASD). 

 

Conclusions

• "Participants demonstrated higher levels of picture exchange when PECS was taught in [a] single setting versus multiple settings" (p. 466).
• Limitations, such as small sample sizes, were reported. 

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Functional Communication Training: A Review of the Literature Related to Children with Autism Mancil, G. R. (2006). Education and Training in Developmental Disabilities, 41(3), 213-224.   Added: April 2012

 

Description

This is a review of studies that examined "the effectiveness of functional communication training [FCT], particularly, the environments and individuals involved in the training, and the effectiveness of FCT with children who have a diagnosis of autism spectrum disorder (ASD)" (p. 214). 

 

Conclusions

"Readers may acknowledge that FCT works when researchers conduct training in small isolated rooms and focus on one communication mand" (p. 221). 

 

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Clinical Expertise/Expert Opinion

 

Consensus Guidelines

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.  Added: July 2011

 

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

SLP treatment is most likely to be effective when delivered in close collaboration with teachers, support personnel, families, and peers as opposed to traditional, pull-out, low-intensity service delivery (p. 1165). 

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American Speech-Language-Hearing Association   Roles and Responsibilities of Speech-Language Pathologists in Diagnosis, Assessment, and Treatment of Autism Spectrum Disorders Across the Life Span [Position Statement]  American Speech-Language-Hearing Association. (2006).  Retrieved from: http://www.asha.org/docs/html/PS2006-00105.html.   Added: July 2011

 

Description

This is a position statement on the roles and responsibilities of speech-language pathologists working with children, adolescents, and adults with autism spectrum disorders (ASDs). It was developed by the ASHA Ad Hoc Committee on Autism Spectrum Disorders.

Recommendations

"Speech language pathologists should provide services that are connected with functional and meaningful outcomes. Therefore, they should provide pull-out services only when repeated opportunities do not occur in natural learning environments or to work on functional skills in more focused environments. Because of the limited impact of pull-out services focused on discrete skills, speech language pathologists should ensure that any pull-out services are tied to meaningful, functional outcomes and incorporate activities that relate to natural learning environments" (p. 3).» Access the document

 

Ohio Developmental Disabilities Council; Ohio Department of Health; Monarch Services    Service Guidelines for Individuals with Autism Spectrum Disorder/ Pervasive Developmental Disorder (ASD/PDD): Birth through Twenty-One Autism Task Force. [2003]. (OH): Ohio Developmental Disabilities Council, 105 pages.  Added: July 2011

 

Description

This guideline is intended to help families and professionals in assessing, treating, and developing educational and community transition programs for people with autism spectrum disorder (ASD) from birth to 21. The target audience of this guideline includes families, educators, medical professionals, and other service providers. 

 

Recommendations

• “Any instruction must include a carefully planned environment that is predictable, structured and appropriate for the sensory motor needs of the individual… Learning and behavior may be enhanced by physical space modifications that include visual barriers, reduced visual or sound distractions, temperature adjustments, preferential seating, and visual organization of material” (p. 24).
• The educational environment for children with ASD should be inclusive and in the least restrictive environment to the extent that the individual is able to benefit from instruction (p. 63).

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Client/Patient/Caregiver Perspectives

 

 

Using Telepractice in Parent Training in Early Autism Baharav, E., & Reiser, C. (2010). Telemedicine and e-Health, 16(6), 727-31.  Added: April 2012

 

Description

This study compares traditional speech therapy administered twice a week to an alternative service delivery model in which speech therapy is delivered once a week in a traditional clinical setting and once a week by parents at home and remotely supervised by a speech-language pathologist for children with autism spectrum disorder. 

 

Conclusions

Parents of the two subjects reported that they were comfortable using the technology required for telepractice, felt that they were an essential part of their child’s therapy, and were willing to continue to use the telepractice strategy. They also indicated that the telepractice sessions were as valuable as sessions delivered by the clinician directly, and that they would recommend the telepractice model to other parents. Points of dissatisfaction included using the wireless headset and the need to stay within the range of the web camera. Neither parent reported an overall preference for one setting over the other; however, they indicated that they felt the clinic room was a more controlled environment. 

 

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