Parsons, L., Cordier, R., Munro, N., Joosten, A. & Speyer, R. (2017). A systematic review of pragmatic language interventions for children with autism spectrum disorder. PLoS One,12(4), J. P. van Wouwe. 1-37. United States of America: Public Library of Science (PLoS). Retrieved from https://doi.org/10.1371/journal.pone.0172242
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.
School of Allied Health
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