Social Communication Disorders in School-Age Children
Cognition/Language Treatment




External Scientific Evidence

Evidence-Based Practice Guidelines
No evidence-based practice guidelines were found.

Evidence-Based Systematic Reviews
Behavioural and Developmental Interventions for Autism Spectrum Disorder: A Clinical Systematic Review
Ospina, M. B., Krebs Seida, J., et al. (2008).
PLoS ONE, 3(11), e3755.

This review meets the criteria for a high-quality evidence-based systematic review.
Added: October 2012

This is a review of experimental and observational studies investigating the effects of behavioral and developmental interventions for children with autism spectrum disorders (ASD).

Integrative programs, such as Lego therapy and TEACCH, resulted in improvements in social skills and social adaptive functioning (p. 24).

» See full summary and quality ratings

Evaluation of Comprehensive Treatment Models for Individuals with Autism Spectrum Disorders
Odom, S. L., Boyd, B. A., et al. (2010).
Journal of Autism and Developmental Disorders, 40(4), 425-436.
Added: October 2012

This is a review of empirical studies, book chapters, and literature reviews that investigated the use of comprehensive treatment models (CTMs) for individuals with autism spectrum disorder (ASD). Specifically, the authors sought to "determine the quality of multiple dimensions of CTMs that have been developed for learners with ASD and their families" (p. 432).

These CTMs have ratings of four or five on less than four domains of the evaluation rating scale, but have notable relative strengths:

  • Autism Partnerships;

  • Center for Autism and Related Disorders (CARD);

  • Children’s Toddler Program;

  • Developmental, Individual Difference, Relationship-based (DIR/Floortime);

  • Douglass Developmental Disabilities Center Model;

  • Pivotal Response Training (PRT);

  • Responsive Teaching;

  • Social Communication, Emotional Regulation, Transactional Supports (SCERTS); 

  • Treatment and Education of Autistic and Related Communication Handicapped Children (TEAACH) (p. 432).

» See full summary and quality ratings

Clinical Expertise/Expert Opinion

Consensus Guidelines
No consensus guidelines were found.

Client/Patient/Caregiver Perspectives

No information was found pertaining to client/patient/caregiver perspectives.

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