Explicit and Systematic Scripted Instructional Programs for Students With Autism Spectrum Disorder: An Updated and Extended Review
Review Journal of Autism and Developmental Disorders
Sulu, M. D., Martella, R. C., et al. (2023).
Review Journal of Autism and Developmental Disorders, 10(2), 203-219.
This systematic review investigates the impact of explicit, systematic, and scripted structural programs for children on the autism spectrum.
Not stated
2013 to May 2020
Peer-reviewed and published studies with experimental, quasi-experimental, or single-case study designs
9
Limited findings demonstrated that the use of explicit, systematic, and scripted structural programs (i.e., systematic and planned teaching in a structed learning environment with predictable routines, instructional scripts, consistency, and cumulative review) was associated with improved outcomes (e.g., mastery of "who" and "what" questions, Language for Learning scores, research probes, numeracy skills) for children on the autism spectrum. Maintenance of gains was generally noted across studies. Due to small sample sizes and an overall paucity of research, further research is indicated.
