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
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: 17 PSYCHOLOGY AND COGNITIVE SCIENCES > 1702 Cognitive Science > 170204 Linguistic Processes (incl Speech Production and Comprehension) @ 100%
SEO Codes: 97 EXPANDING KNOWLEDGE > 970117 Expanding Knowledge in Psychology and Cognitive Sciences @ 100%
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