Interventions for Adolescents and Young Adults With Autism Spectrum Disorders
Lounds Taylor, J., Dove, D., et al. (2012).
Rockville (MD): Agency for Healthcare Research and Quality, (Comparative Effectiveness Review No. 65. (Prepared by the Vanderbilt Evidence-based Practice Center under Contract No. 290-2007-10065-I). AHRQ Publication No. 12-EHC063-EF), 374.
This systematic review investigates the effects of interventions (e.g., behavioral, educational, vocational, adaptive/life skill, medical, allied health interventions) on a variety of outcomes (e.g., comorbidities, functional/life skills, family-related outcomes, transition to adulthood) in adolescents and young adults, 13-30 years old, on the autism spectrum.
Agency for Healthcare Research and Quality
1980 and beyond
All original study designs, except single case reports
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"There is little evidence to support selection among various educational strategies, with one study finding similar vocabulary acquisition between analog and natural language approaches. Procedural facilitation and anaphoric cuing showed some promise for increasing vocabulary ... but were addressed in only one small, short term study" (Insufficient Evidence, pp. 54-55).
"Few studies have been conducted to assess treatment approaches ..., and as such there is very little evidence available for specific treatment approaches in this population [adolescents and young adults on the autism spectrum]; this is especially the case for evidence-based approaches to support the transition ... to adulthood" (Insufficient Evidence, p. vi).
"Research involving individual or group-based interventions reported improvements across a variety of social skills as rated by parents" (Insufficient Evidence, p. 54).
Studies of facilitated communication "demonstrated some facilitator influence and limited effects on participants' independent ability to communicate" (Insufficient Evidence, p. 57).
"Behavioral, educational, and adaptive/life skills studies were typically small and short term and suggested some improvements in social skills and functional behavior" (Insufficient Evidence, p. 67).
"Social skills interventions have yet to demonstrate consistent generalization of skills across settings and often circumscribe interventions to individuals with average to above average verbal and/or cognitive abilities. As such, the strength of evidence for social skills interventions is insufficient, meaning that future research is needed to establish one effect" (Insufficient Evidence, p. 54).
