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A systematic review and meta-analysis of comprehensive interventions for pre-school children with autism spectrum disorder (ASD)

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  • Yoshiyuki Tachibana
  • Celine Miyazaki
  • Erika Ota
  • Rintaro Mori
  • Yeonhee Hwang
  • Eriko Kobayashi
  • Akiko Terasaka
  • Julian Tang
  • Yoko Kamio

Abstract

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 standards, such as randomised 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. Methods: We performed a systematic review and meta-analysis. We included RCTs targeting children with ASD 6 years old or younger. A random effects model was used to present the effect estimate for the outcomes. This study also performed combined meta-analyses of all the three models to investigate the overall effectiveness of the intervention programmes. Results: 32 randomized controlled studies were found to be eligible for inclusion. The synthesized data included 594 children from 14 RCTs. There was no statistically significant difference in the effects on autism general symptoms between the social-communication-focused model and the multimodal developmental model (p = 0.83). The results suggest that there is evidence of an effect on ‘reciprocity of social interaction towards others’ (standard mean difference [95% confidential interval] = 0.53[0.29,0.78], p

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  • Yoshiyuki Tachibana & Celine Miyazaki & Erika Ota & Rintaro Mori & Yeonhee Hwang & Eriko Kobayashi & Akiko Terasaka & Julian Tang & Yoko Kamio, 2017. "A systematic review and meta-analysis of comprehensive interventions for pre-school children with autism spectrum disorder (ASD)," PLOS ONE, Public Library of Science, vol. 12(12), pages 1-28, December.
    • Handle: RePEc:plo:pone00:0186502
    DOI: 10.1371/journal.pone.0186502
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    References listed on IDEAS

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    1. Nalin Payakachat & J. Mick Tilford & Wendy J. Ungar, 2016. "National Database for Autism Research (NDAR): Big Data Opportunities for Health Services Research and Health Technology Assessment," PharmacoEconomics, Springer, vol. 34(2), pages 127-138, February.
    2. Nalin Payakachat & J. Tilford & Wendy Ungar, 2016. "National Database for Autism Research (NDAR): Big Data Opportunities for Health Services Research and Health Technology Assessment," PharmacoEconomics, Springer, vol. 34(2), pages 127-138, February.
    3. David Moher & Alessandro Liberati & Jennifer Tetzlaff & Douglas G Altman & The PRISMA Group, 2009. "Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement," PLOS Medicine, Public Library of Science, vol. 6(7), pages 1-6, July.
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    1. Yoshiyuki Tachibana & Celine Miyazaki & Masashi Mikami & Erika Ota & Rintaro Mori & Yeonhee Hwang & Akiko Terasaka & Eriko Kobayashi & Yoko Kamio, 2018. "Meta-analyses of individual versus group interventions for pre-school children with autism spectrum disorder (ASD)," PLOS ONE, Public Library of Science, vol. 13(5), pages 1-30, May.

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