The small number of studies included in the present study limited the ability to make inferences when comparing the three models and investigating the strengths and weaknesses of each type of intervention with respect to important outcomes .
Since the outcome of ' reciprocity of social interaction towards others ' could be a dependent variable that might be context -bound to interactions with the child 's parent , we can not conclude the interventions for pre-school children with ASD have significant effects on a generalized skill to engage in reciprocal interactions with others .
However , the outcomes of ' reciprocity of social interaction towards others ' and ' parental synchrony ' may be promising targets for interventions involving pre-school children with ASD .
BACKGROUND There has an increasing number of published trials on psychosocial intervention programmes for pre-school children with autism spectrum disorder ( ASD ) .
To achieve better quality of unbiased evidence for the effectiveness of ASD interventions , it is necessary to conduct a comprehensive review that covers studies with adequate quality st and ards , such as r and omised controlled trials ( RCTs ) , and different types of intervention In this study , we categorize interventions for ASD as behavioural , social-communication focused , and multimodal developmental based on Howlin 's classification of early interventions for children with ASD .
The aim of this study was to compare these three models and investigate the strengths and weaknesses of each type of intervention and to identify the approaches that contribute to a successful outcome for children with autism .
A play and joint attention intervention for teachers of young children with autism: A randomized controlled pilot study
The aim of this study was to pilot test a classroom-based intervention focused on facilitating play and joint attention for young children with autism in self-contained special education classrooms . Thirty-three children with autism between the ages of 3 and 6 years participated in the study with their classroom teachers ( n = 14 ) . The 14 preschool special education teachers were r and omly assigned to one of three groups : ( 1 ) symbolic play then joint attention intervention , ( 2 ) joint attention then symbolic intervention , and ( 3 ) wait-list control period then further r and omized to either group 1 or group 2 . In the intervention , teachers participated in eight weekly individualized 1-h sessions with a research er that emphasized embedding strategies targeting symbolic play and joint attention into their everyday classroom routines and activities . The main child outcome variables of interest were collected through direct classroom observations . Findings indicate that teachers can implement an intervention to significantly improve joint engagement of young children with autism in their classrooms . Furthermore , multilevel analyses showed significant increases in joint attention and symbolic play skills . Thus , these pilot data emphasize the need for further research and implementation of classroom-based interventions targeting play and joint attention skills for young children with autism
The small number of studies included in the present study limited the ability to make inferences when comparing the three models and investigating the strengths and weaknesses of each type of intervention with respect to important outcomes .
Since the outcome of ' reciprocity of social interaction towards others ' could be a dependent variable that might be context -bound to interactions with the child 's parent , we can not conclude the interventions for pre-school children with ASD have significant effects on a generalized skill to engage in reciprocal interactions with others .
However , the outcomes of ' reciprocity of social interaction towards others ' and ' parental synchrony ' may be promising targets for interventions involving pre-school children with ASD .
BACKGROUND There has an increasing number of published trials on psychosocial intervention programmes for pre-school children with autism spectrum disorder ( ASD ) .
To achieve better quality of unbiased evidence for the effectiveness of ASD interventions , it is necessary to conduct a comprehensive review that covers studies with adequate quality st and ards , such as r and omised controlled trials ( RCTs ) , and different types of intervention In this study , we categorize interventions for ASD as behavioural , social-communication focused , and multimodal developmental based on Howlin 's classification of early interventions for children with ASD .
The aim of this study was to compare these three models and investigate the strengths and weaknesses of each type of intervention and to identify the approaches that contribute to a successful outcome for children with autism .