Educational interventions for children with ASD: A systematic literature review 2008–2013

Caroline Bond, Wendy Symes, Judith Hebron, Neil Humphrey, Gareth Morewood, Kevin Woods

Research output: Contribution to journalArticlepeer-review

23 Citations (Scopus)
69 Downloads (Pure)

Abstract

Systematic literature reviews can play a key role in underpinning evidence-based practice. To date, large-scale reviews of interventions for individuals with Autism Spectrum Disorder (ASD) have focused primarily on research quality. To assist practitioners, the current review adopted a broader framework which allowed for greater consideration of educational utility. Between July and August 2013, 20 databases were searched, alongside web searches and hand searches, to identify ASD intervention studies published between 2008 and 2013. This search yielded 6,232 articles and the subsequent screening and evaluation process identified 85 best evidence studies. Studies were grouped into categories and individual interventions were assessed and classified as providing most; moderate; some; or a small amount of evidence. Interventions with most evidence tended to focus on younger children and core difficulties associated with ASD. Emerging trends, such as increasing evidence for technology-based interventions and peer-mediated interventions, were identified. An encouraging finding for practitioners is that in 59% of the studies, interventions were undertaken with or by school staff. Implications for school psychology practice as well as factors to consider when selecting educational interventions are discussed.

Original languageEnglish
Pages (from-to)303-320
Number of pages18
JournalSchool Psychology International
Volume37
Issue number3
Early online dateMar 2016
DOIs
Publication statusPublished - Jun 2016
Externally publishedYes

Keywords

  • Autism Spectrum Disorder
  • children and youth
  • education
  • evidence-based practice
  • intervention

Fingerprint

Dive into the research topics of 'Educational interventions for children with ASD: A systematic literature review 2008–2013'. Together they form a unique fingerprint.

Cite this