Specific parent-training approaches yielded gains in short-term language function and some challenging behaviors .
Data suggest that subgroups of children displayed more prominent gains across studies , but participant characteristics associated with greater gains are not well understood .
CONTEXT : Early intensive behavioral and developmental interventions for young children with autism spectrum disorders ( ASDs ) may enhance developmental outcomes .
OBJECTIVE : To systematic ally review evidence regarding such interventions for children aged 12 and younger with ASDs .
A controlled trial of a training course for parents of children with suspected autism spectrum disorder.
OBJECTIVE To evaluate a training course for parents , design ed to help them underst and autism spectrum disorder and to facilitate social communication with their young child . STUDY DESIGN Controlled trial for 51 children aged 24 to 48 months , whose parents received either immediate intervention or delayed access to the course .  Outcome was measured 7 months after recruitment in parents ' use of facilitative strategies , stress , adaptation to the child ; and in children 's vocabulary size , behavior problems , and social communication skills . RESULTS Taking into account scores at recruitment , child 's level of ability , diagnostic grouping , and the interval between assessment s , a significant advantage was found for the intervention group in parents ' observed use of facilitative strategies and in children 's vocabulary size . CONCLUSIONS The training course is well received by parents and has a measurable effect on both parents ' and children 's communication skills
Specific parent-training approaches yielded gains in short-term language function and some challenging behaviors .
Data suggest that subgroups of children displayed more prominent gains across studies , but participant characteristics associated with greater gains are not well understood .
CONTEXT : Early intensive behavioral and developmental interventions for young children with autism spectrum disorders ( ASDs ) may enhance developmental outcomes .
OBJECTIVE : To systematic ally review evidence regarding such interventions for children aged 12 and younger with ASDs .