A systematic review of pragmatic language interventions for children with autism spectrum disorder
Parsons, Lauren, Cordier, Reinie, Munro, Natalie, Joosten, Annette, and Speyer, Renée (2017) A systematic review of pragmatic language interventions for children with autism spectrum disorder. PLoS ONE, 12 (4). e0172242.
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Abstract
There is a need for evidence based interventions for children with autism spectrum disorder (ASD) to limit the life-long, psychosocial impact of pragmatic language impairments. This systematic review identified 22 studies reporting on 20 pragmatic language interventions for children with ASD aged 0-18 years. The characteristics of each study, components of the interventions, and the methodological quality of each study were reviewed. Meta-analysis was conducted to assess the effectiveness of 15 interventions. Results revealed some promising approaches, indicating that active inclusion of the child and parent in the intervention was a significant mediator of intervention effect. Participant age, therapy setting or modality were not significant mediators between the interventions and measures of pragmatic language. The long-term effects of these interventions and the generalisation of learning to new contexts is largely unknown. Implications for clinical practice and directions for future research are discussed.
| Item ID: | 53932 |
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| Item Type: | Article (Research - C1) |
| ISSN: | 1932-6203 |
| Additional Information: | © 2017 Parsons et al. This is an open access article distributed under the terms of the Creative Commons Attribution License [https://creativecommons.org/licenses/by/4.0/], which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. |
| Date Deposited: | 08 Jun 2018 00:09 |
| FoR Codes: | 52 PSYCHOLOGY > 5204 Cognitive and computational psychology > 520405 Psycholinguistics (incl. speech production and comprehension) @ 100% |
| SEO Codes: | 97 EXPANDING KNOWLEDGE > 970117 Expanding Knowledge in Psychology and Cognitive Sciences @ 100% |
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