Objective We updated a prior systematic review of interventions for children (0–12 years) with autism spectrum disorder (ASD), focusing on recent studies of behavioral interventions. Data sources We searched the MEDLINE® (PubMed®), PsycInfo, and Educational Resources Information Clearinghouse (ERIC) databases as well as the reference lists of included studies and recent systematic reviews. We conducted the search in December 2013. Methods We included comparative studies (with treatment and comparison groups) of behavioral interventions with at least 10 participants with ASD in the update, and made our conclusions based on the cumulative comparative evidence across the original report and update. Two investigators independently screened studies against predetermined inclusion criteria and independently rated the quality of included studies. Results We included 65 unique studies comprising 48 randomized trials and 17 nonrandomized comparative studies (19 good, 39 fair, and 7 poor quality) published since the prior review. The quality of studies improved compared with that reported in the earlier review; however, our assessment of the strength of evidence (SOE), our confidence in the stability of effects of interventions in the face of future research, remains low for many intervention/outcome pairs. Early intervention based on high-intensity applied behavior analysis over extended timeframes was associated with improvement in cognitive functioning and language skills (moderate SOE for improvements in both outcomes) relative to community controls in some groups of young children. The magnitude of these effects varied across studies, potentially reflecting poorly understood modifying characteristics related to subgroups of children. Early intensive parent training programs modified parenting behaviors during interactions; however, data were more limited about their ability to improve developmental skills beyond language gains for some children (low SOE for positive effects on language). Social skills interventions varied in scope and intensity and showed some positive effects on social behaviors for older children in small studies (low SOE for positive effects on social skills). Studies of play/interaction-based approaches reported that joint attention interventions may demonstrate positive outcomes in preschool-age children with ASD when targeting joint attention skills (moderate SOE); data on the effects of such interventions in other areas were limited (low SOE for positive effects on play skills, language, social skills). Studies examining the effects of cognitive behavioral therapy on anxiety reported positive results in older children with IQs ≥70 (high SOE for improvements in anxiety in this population). Smaller short-term studies of other interventions reported some improvements in areas such as sleep and communication, but data were too sparse to assess their overall effectiveness. Conclusions A growing evidence base suggests that behavioral interventions can be associated with positive outcomes for children with ASD. Despite improvements in the quality of the included literature, a need remains for studies of interventions across settings and continued improvements in methodologic rigor. Substantial scientific advances are needed to enhance our understanding of which interventions are most effective for specific children with ASD and to isolate elements or components of interventions most associated with effects.

Therapies for Children With Autism Spectrum Disorder: Behavioral Interventions Update

Play is an important aspect of children’s development and its value to education has been widely explored. However, play in children with disabilities and especially children with autism may be restricted when compared to that of their non-disabled peers of similar age and abilities. Moreover, play has been neglected to a certain extent in school practice due to the focus many teachers place on academic attainments and the difficulty in engaging autistic children in play activities. Children spend most of their time in schools as opposed to attending interventions individually. School based research can improve the educational outcomes for autistic children and, therefore, there is a pressing need for more research to be conducted in school settings. The current literature review aims to: (i) identify empirical studies using interventions to develop play skills in autistic children at school, and (ii) explore the features of play skills targeted in these studies. A systematic search of two electronic data...

/pdf/a-review-of-play-interventions-for-children-with-autism-at-3szlgpmz63.pdf

A Review of Play Interventions for Children with Autism at School.

This paper presents a three-stage framework that has been shown to be useful in the counselling of children. Some of the qualitative results of a study into counselling practice informed by Gardner's theory of multiple intelligences are reported. The study, which sought to explore the essence of the counselling act, highlights techniques and environmental factors that are useful in the counselling of children, particularly small children who have not developed the language required for more formal counselling sessions. The use of Gardner's (1983) theory of multiple intelligences as a framework enabled the counsellors to make available a variety of activities that tapped a variety of talents.

Counselling children using a multiple intelligences framework

/pdf/educating-persons-with-autistic-spectrum-disorder-a-3ifevih9xl.pdf

Educating persons with autistic spectrum disorder – a systematic literature review and country case studies.

/pdf/research-paper-effectiveness-of-group-play-therapy-on-the-3jt3fqnfyi.pdf

Research Paper: Effectiveness of Group Play Therapy on the Communication of 5-8 Years Old Children With High Functioning Autism

This paper proposes that play therapy can be an appropriate intervention in working with children with autism in schools especially when working with children who have little in the way of social skills and poor communication. It proposes that play therapy may offer school counsellors opportunities that the more cognitive therapies do not. Through the use of case study research, the paper discusses and illustrates an intervention with a seven year old boy with autism across 12 sessions of sandplay in a school in Queensland, Australia. 
This paper draws our attention to the legitimate use of case study research in counselling. It also advocates for the use of sandplay, (an expressive therapy intervention) with a child who is autistic and who at first plays chaotically. This paper draws the counsellor's attention to the developmental stages that will follow when the child feels secure enough to proceed. The lack of well researched longitudinal quantitative or mixed method research in play therapy is also noted.

/pdf/play-therapy-reaching-the-child-with-autism-tatec1r4e8.pdf

Play Therapy-Reaching the Child with Autism.

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Play Therapy-Reaching the Child with Autism.