Evidence-Based Practices for Children, Youth, and Young Adults with Autism: Third Generation Review

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Abstract

This systematic review describes a set of practices that have evidence of positive effects with autistic children and youth. This is the third iteration of a review of the intervention literature (Odom et al. in J Autism Dev Disorders 40(4):425–436, 2010a; Prevent School Fail 54(4):275–282, 2010b; Wong et al. in https://autismpdc.fpg.unc.edu/sites/autismpdc.fpg.unc.edu/files/imce/documents/2014-EBP-Report.pdf; J Autism Dev Disorders 45(7):1951–1966, 2015), extending coverage to articles published between 1990 and 2017. A search initially yielded 31,779 articles, and the subsequent screening and evaluation process found 567 studies to include. Combined with the previous review, 972 articles were synthesized, from which the authors found 28 focused intervention practices that met the criteria for evidence-based practice (EBP). Former EBPs were recategorized and some manualized interventions were distinguished as meeting EBP criteria. The authors discuss implications for current practices and future research.

Supplementary Information

The online version contains supplementary material available at 10.1007/s10803-020-04844-2.

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Most cited references 63

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Prevalence of Autism Spectrum Disorder Among Children Aged 8 Years — Autism and Developmental Disabilities Monitoring Network, 11 Sites, United States, 2016

Matthew J Maenner, Kelly Shaw, Jon Baio … (2020)

Problem/Condition Autism spectrum disorder (ASD). Period Covered 2016. Description of System The Autism and Developmental Disabilities Monitoring (ADDM) Network is an active surveillance program that provides estimates of the prevalence of ASD among children aged 8 years whose parents or guardians live in 11 ADDM Network sites in the United States (Arizona, Arkansas, Colorado, Georgia, Maryland, Minnesota, Missouri, New Jersey, North Carolina, Tennessee, and Wisconsin). Surveillance is conducted in two phases. The first phase involves review and abstraction of comprehensive evaluations that were completed by medical and educational service providers in the community. In the second phase, experienced clinicians who systematically review all abstracted information determine ASD case status. The case definition is based on ASD criteria described in the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition. Results For 2016, across all 11 sites, ASD prevalence was 18.5 per 1,000 (one in 54) children aged 8 years, and ASD was 4.3 times as prevalent among boys as among girls. ASD prevalence varied by site, ranging from 13.1 (Colorado) to 31.4 (New Jersey). Prevalence estimates were approximately identical for non-Hispanic white (white), non-Hispanic black (black), and Asian/Pacific Islander children (18.5, 18.3, and 17.9, respectively) but lower for Hispanic children (15.4). Among children with ASD for whom data on intellectual or cognitive functioning were available, 33% were classified as having intellectual disability (intelligence quotient [IQ] ≤70); this percentage was higher among girls than boys (40% versus 32%) and among black and Hispanic than white children (47%, 36%, and 27%, respectively). Black children with ASD were less likely to have a first evaluation by age 36 months than were white children with ASD (40% versus 45%). The overall median age at earliest known ASD diagnosis (51 months) was similar by sex and racial and ethnic groups; however, black children with IQ ≤70 had a later median age at ASD diagnosis than white children with IQ ≤70 (48 months versus 42 months). Interpretation The prevalence of ASD varied considerably across sites and was higher than previous estimates since 2014. Although no overall difference in ASD prevalence between black and white children aged 8 years was observed, the disparities for black children persisted in early evaluation and diagnosis of ASD. Hispanic children also continue to be identified as having ASD less frequently than white or black children. Public Health Action These findings highlight the variability in the evaluation and detection of ASD across communities and between sociodemographic groups. Continued efforts are needed for early and equitable identification of ASD and timely enrollment in services.

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Evidence based medicine: what it is and what it isn't

D L Sackett, W. Rosenberg, J A M. Gray … (1996)

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Which terms should be used to describe autism? Perspectives from the UK autism community.

Lorcan Kenny, Caroline Hattersley, Bonnie Molins … (2016)

Recent public discussions suggest that there is much disagreement about the way autism is and should be described. This study sought to elicit the views and preferences of UK autism community members - autistic people, parents and their broader support network - about the terms they use to describe autism. In all, 3470 UK residents responded to an online survey on their preferred ways of describing autism and their rationale for such preferences. The results clearly show that people use many terms to describe autism. The most highly endorsed terms were 'autism' and 'on the autism spectrum', and to a lesser extent, 'autism spectrum disorder', for which there was consensus across community groups. The groups disagreed, however, on the use of several terms. The term 'autistic' was endorsed by a large percentage of autistic adults, family members/friends and parents but by considerably fewer professionals; 'person with autism' was endorsed by almost half of professionals but by fewer autistic adults and parents. Qualitative analysis of an open-ended question revealed the reasons underlying respondents' preferences. These findings demonstrate that there is no single way of describing autism that is universally accepted and preferred by the UK's autism community and that some disagreements appear deeply entrenched.

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Author and article information

Contributors

Kara Hume:

ORCID: http://orcid.org/0000-0002-7917-792X

kara.hume@unc.edu

Journal

Journal ID (nlm-ta): J Autism Dev Disord

Journal ID (iso-abbrev): J Autism Dev Disord

Title: Journal of Autism and Developmental Disorders

Publisher: Springer US (New York )

ISSN (Print): 0162-3257

ISSN (Electronic): 1573-3432

Publication date (Electronic): 15 January 2021

Publication date PMC-release: 15 January 2021

Publication date (Print): 2021

Volume: 51

Issue: 11

Pages: 4013-4032

Affiliations

[1 ]GRID grid.10698.36, ISNI 0000000122483208, School of Education, , The University of North Carolina at Chapel Hill, ; CB 3500 Peabody Hall, Chapel Hill, NC 27599 USA

[2 ]GRID grid.10698.36, ISNI 0000000122483208, Frank Porter Graham Child Development Institute, , The University of North Carolina at Chapel Hill, ; Campus Box 8040, Chapel Hill, NC 27599-8040 USA

[3 ]GRID grid.259029.5, ISNI 0000 0004 1936 746X, Present Address: College of Education, , Lehigh University, ; Iacocca Hall, 111 Research Drive, Bethlehem, PA 18015 USA

[4 ]GRID grid.10698.36, ISNI 0000000122483208, Department of Allied Health Sciences, , The University of North Carolina at Chapel Hill, ; Bondurant Hall, Campus Box 7120, Chapel Hill, NC 27599-7120 USA

[5 ]GRID grid.170430.1, ISNI 0000 0001 2159 2859, Present Address: College of Health Professionals and Sciences, , University of Central Florida, ; 12805 Pegasus Drive, Orlando, FL 32816 USA

[6 ]GRID grid.41206.31, ISNI 0000 0001 1009 9807, Present Address: Department of Special Education, , Anadolu Üniversitesi, ; Eğitim Fakültesi, Özel Eğitim Bölümü, Tepebaşı, Eskisehir, 26470 Turkey

[7 ]GRID grid.266869.5, ISNI 0000 0001 1008 957X, Present Address: College of Education, , University of North Texas, ; 1300 W. Highland St., Denton, TX 76201 USA

Author information

Kara Hume http://orcid.org/0000-0002-7917-792X

Article

Publisher ID: 4844

DOI: 10.1007/s10803-020-04844-2

PMC ID: 8510990

PubMed ID: 33449225

SO-VID: 5bf29333-bc97-46e3-9070-cd857239d2c7

License:

Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.

History

Date accepted : 11 December 2020

Funding

Funded by: FundRef http://dx.doi.org/10.13039/100005246, Institute of Education Sciences;

Award ID: R324B160038

Award Recipient : Kara Hume

Funded by: FundRef http://dx.doi.org/10.13039/100000002, National Institutes of Health;

Award ID: T32HD040127

Award Recipient : Brianne Tomaszewski

Funded by: Ireland Foundation

Funded by: Mr. John E Rucker

Funded by: Frank Porter Graham Child Development Institute

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ScienceOpen disciplines: Neurology

Keywords: evidence-based practice,focused intervention,autism spectrum disorder,children and youth

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ScienceOpen disciplines: Neurology

Keywords: evidence-based practice, focused intervention, autism spectrum disorder, children and youth

Evidence-Based Practices for Children, Youth, and Young Adults with Autism: Third Generation Review

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Journal for ReAttach Therapy and Developmental Diversities

Most cited references 63

Prevalence of Autism Spectrum Disorder Among Children Aged 8 Years — Autism and Developmental Disabilities Monitoring Network, 11 Sites, United States, 2016

Evidence based medicine: what it is and what it isn't

Which terms should be used to describe autism? Perspectives from the UK autism community.

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