A systematic review of pragmatic language interventions for children with autism spectrum disorder.
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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.
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The pragmatic language abilities of children with ADHD following a play-based intervention involving peer-to-peer interactionsCordier, Reinie; Munro, N.; Wilkes-Gillan, S.; Docking, K. (2013)Children with Attention Deficit Hyperactivity Disorder (ADHD) commonly experience significant pragmatic language deficits which put them at risk of developing emotional and social difficulties. This study aimed to examine ...
Evaluating the pragmatic language skills of children with ADHD and typically developing playmates following a pilot parent-delivered play-based interventionCordier, Reinie; Munro, N.; Wilkes-Gillan, S.; Ling, L.; Docking, K.; Pearce, W. (2016)Background/aim: Children with attention deficit hyperactivity disorder (ADHD) often present with pragmatic language deficits and difficulties with peer-peer friendships. Parents and typically developing peers (TDPs) may ...
Docking, K.; Munro, N.; Cordier, Reinie; Ellis, P. (2013)Communication and play skills are important aspects of development yet are largely uncharted inchildren with attention deficit hyperactivity disorder (ADHD). This exploratory study examinedwhether changes in pragmatic ...