Intervention effects on communication skills and sensory regulation on children with ASD

Reis, Helena Isabel da Silva; Pereira, Ana Paula da Silva; Almeida, Leandro S.

doi:10.1080/19411243.2018.1455552

Cited by 8 publications

(9 citation statements)

References 31 publications

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“…There was one study used the developmental theory principles solely to examine the impact of the DIR / Floortime intervention model (The Developmental, Individual difference, Relationshipbased Model) in developing the social communication skills of children with ASD. The study demonstrated improvement in social skills and sensory progress after the implementation of the intervention program (Reis et al, 2018).…”

Section: Discussionmentioning

confidence: 78%

“…There were limitations in the analyzed studies: some studies limited to one category of ASD or use small sample size (Barber et al, 2016;Radley et al, 2015Radley et al, , 2017Ventola et al, 2014;Vivanti et al, 2014;Waugh & Peskin, 2015;Chang et al, 2016). Besides, some studies did not have a control group (Barber et al, 2016;Radley et al, 2015Radley et al, , 2017Reis et al, 2018;Ventola et al, 2014;Fava et al, 2011;Colombi et al, 2018), or not randomly assigned (Zachor & Ben Itzchak, 2010;Waugh & Peskin, 2015). Furthermore, participants in some study were receiving other intervention or services besides the implementation of the intervention program (Reis et al, 2018), or the external factor e.g.…”

Section: Methodological Limitationsmentioning

confidence: 99%

“…Besides, some studies did not have a control group (Barber et al, 2016;Radley et al, 2015Radley et al, , 2017Reis et al, 2018;Ventola et al, 2014;Fava et al, 2011;Colombi et al, 2018), or not randomly assigned (Zachor & Ben Itzchak, 2010;Waugh & Peskin, 2015). Furthermore, participants in some study were receiving other intervention or services besides the implementation of the intervention program (Reis et al, 2018), or the external factor e.g. preferred toys rather than peers interaction influence (Barber et al, 2016), which might impact the obtained results of the studies.…”

Section: Methodological Limitationsmentioning

confidence: 99%

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The Effects of Early Intervention Programs on the Social Communication Skills of Young Children with Autism: A Systematic Review

2020

BJE

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Social communication deficient is one of the fundamental issues of individuals with Autism Spectrum Disorder (ASD). Therefore, several intervention approaches have been used to develop social communication skills for young children with ASD. The purpose of this paper is to analyze and reflect the literature about the effect of early intervention programs on the social communication skills of young children with ASD. The review analyzed the early intervention studies between 2009 and 2019. The researcher used digital format database research: Scopus, PubMed, and Eric journal, using the keywords: "Autism Spectrum Disorder", AND "early intervention", AND "children", AND communication skills", OR "social skills". The PRISMA criteria for reporting in systematic reviews were utilized. The inclusion criteria were; the use of training programs, targeting social communication skills, provided by professionals and teachers, young children with ASD. It was excluded studies outside the scope of the subject; that do not meet the inclusion criteria; randomized control trails studies; Studies about parents or professionals and incomplete articles without accessibility. The results of the search showed 140 publications, only 12 studies were analyzed according to the inclusion and exclusion criteria.

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Section: Discussionmentioning

confidence: 78%

Section: Methodological Limitationsmentioning

confidence: 99%

Section: Methodological Limitationsmentioning

confidence: 99%

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The Effects of Early Intervention Programs on the Social Communication Skills of Young Children with Autism: A Systematic Review

2020

BJE

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“…Both low ( n = 13) and high tech ( n = 7) communication systems were included within this category. Three additional studies reported that participants receiving treatment were provided access to AAC supports when it was determined to be appropriate (i.e., Paynter et al, 2018; Reis et al, 2018; Smith et al, 2015). However, we did not classify these interventions as targeting AAC specifically as we could not identify how often this support was used across participants and supporting use of AAC was not the primary focus of the intervention.…”

Section: Resultsmentioning

confidence: 99%

Looking back and moving forward: A scoping review of research on preschool autism interventions in the field of speech-language pathology

Binns

Smyth

Andres

et al. 2021

Autism & Developmental Language Impairments

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Background & Aims Speech-language pathology services are frequently accessed by families of children who have suspected or diagnosed autism. This is expected given that social communication differences are a core feature of autism. This review looked broadly at the state of research in the field of speech-language pathology and preschool autism interventions in order to identify the types of studies that could be used to inform the practices of speech-language pathologists (SLPs), and to identify gaps in the field so they can be addressed in future research. Specifically, we examined the extent of research conducted on interventions delivered (at least in part) by SLPs to preschool children with suspected or diagnosed autism, identified the range of skill development areas targeted within the studies, and explored the characteristics of the interventions (i.e., theoretical models underlying the programs, service delivery models, treatment dosage). Methods A scoping review of articles published between 1980 and 2019 was conducted using the five phases outlined by the Arksey and O’Malley framework: (a) articulating the research question; (b) identifying relevant studies; (c) selecting studies; (d) charting the data; and (e) collating, summarizing, and reporting the results. Main Contribution/Results A total of 114 studies met inclusion criteria with most published since 2010 and conducted within North America. Case study or single-subject study designs were the most frequently used. Interventions delivered solely by SLPs and by multiprofessional teams that included SLPs were relatively equally represented. Across the included studies, nine skill development areas were targeted, but interventions targeting social communication, language, and augmentative communication skills made up the vast majority of studies. There was relatively even distribution of interventions informed by child-centered, clinician-directed, and hybrid models. Explicit information detailing intervention characteristics (e.g., treatment dosage, professional training of clinicians delivering the intervention) was poorly reported in many studies. For those studies providing details, there was a great deal of variability in the nature of interventions (e.g., service delivery models, SLPs’ role, dosage). Conclusions This review revealed that research in the area of autism interventions delivered, at least in part, by SLPs has markedly increased over the past 10 years. Still, there remains a need for more research, and greater transparency detailing the nature of the interventions being investigated. The research conducted to date captures the versatility of the SLP's role within preschool autism intervention. Improved reporting and studies with strong methodological rigor focused on capturing the complex and individualized nature of interventions are needed, as are intervention studies aligned with real-world community practice. Implications This review provides a comprehensive examination of the status of research on preschool interventions delivered to children with suspected or diagnosed autism within the field of speech-language pathology. Several directions for future research are provided, as are suggestions for improving the clinical applicability of results to further the development of effective, evidence-informed policy and practice in speech-language pathology.

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“…The other study (Casenhiser, Shanker & Stieben, 2011) was included as it met the eligibility criteria. Four studies (Carpente 2016; Mahoney & Solomon, 2016; Reis, Pereira & Almeida, 2018; Solomon et al, 2014) were recommended for inclusion by expert opinion. Carpente (2016) was excluded due to not having a parent-involvement component in the intervention, and Mahoney and Solomon (2016) was excluded as it was a secondary analysis of the Solomon at al.…”

Section: Resultsmentioning

confidence: 99%

Child Development Outcomes of DIR/Floortime TM-based Programs: A Systematic Review

Boshoff¹,

Bowen²,

Paton³

et al. 2020

Can J Occup Ther

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Background. Occupational therapy is often part of the multi-disciplinary approach within the Developmental, Individual-differences, Relationship-based (DIR) FloortimeTM Model. The model addresses the emotional development of children, which is considered to be critical for the other child developmental areas. Purpose. This review serves to inform practitioner decision-making about the use of this model, as no systematic reviews exist on child development outcomes. Methods. The systematic search included Medline, Embase, Cumulative Index to Nursing and Allied Health Literature (CINAHL), Scopus, and Cochrane. For critical appraisal, the McMaster Critical Review was utilized. Findings. Nine studies were identified with varying quality levels. Outcomes were mostly reported for increased socio-emotional development. Implications. The evidence base for this model is emerging from a published research perspective. It is recommended that the use of this model be supported by sound clinical reasoning processes, intervention fidelity, use of valid outcome measures, and regular monitoring. Higher quality research is urgently needed to progress the research base for this intervention.

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Intervention effects on communication skills and sensory regulation on children with ASD

Cited by 8 publications

References 31 publications

The Effects of Early Intervention Programs on the Social Communication Skills of Young Children with Autism: A Systematic Review

The Effects of Early Intervention Programs on the Social Communication Skills of Young Children with Autism: A Systematic Review

Looking back and moving forward: A scoping review of research on preschool autism interventions in the field of speech-language pathology

Child Development Outcomes of DIR/Floortime TM-based Programs: A Systematic Review

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