Evaluation of the Efficacy of Communication-Based Treatments for Autism Spectrum Disorders: A Literature Review
Communication Disorders Quarterly
Brunner, D. L., & Seung, H. (2009).
Communication Disorders Quarterly, 31(1), 15-41.
This review investigates the effect of communication-based treatments on prelinguistic skills, language, or social pragmatic outcomes in children on the autism spectrum.
Not stated
January 2002-June 2007
Best available evidence based on Robey’s five-phase model (e.g., randomized controlled trials, case-control studies, parallel-group studies, and rigorous single-subject studies with multiple baselines)
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"Current findings ... lend support for the efficacy of parent-based developmental interventions. Furthermore, results from a single-subject study suggest that developmental methods may improve the expressive language skills of young children [on the autism spectrum], including those who are nonverbal" (p. 21).
"Studies provide a measure of support for using naturalistic behavioral treatment methods to teach communication-related skills such as joint attention, symbolic play, turn taking, requesting, and spontaneous verbalizations to children" (pp. 19-20) on the autism spectrum.
"The use of sign language training (over speech alone) has received strong empirical support through the years; however, research comparing sign language training to other treatment methods is quite limited, with mixed findings" (p. 27).
<p>Mixed results were noted across the various treatment categories:</p>
<ul>
<li>"Solid evidence is now available for the efficacy of several interventions, including [applied behavior analysis] ABA, naturalistic behavioral (i.e., milieu and [pivotal response training] PRT), developmental, video modeling, and [augmentative and alternative communication] AAC" (p. 27).</li>
<li>"Research supports the effectiveness of ABA, PRT, and [the Picture Exchange Communication System] PECS under certain procedural variations and among particular subgroups of children" (p. 27) on the autism spectrum.</li>
<li>"Interventions remaining in an exploratory stage of investigation included classroom-based treatments [e.g., Treatment and Education of Autistic and Related Communication Handicapped Children (TEACCH)], social skills interventions [i.e., social skills training, social stories, peer/sibling training], and one naturalistic behavioral approach (i.e., functional communication treatment)" (p. 27).</li>
</ul>
"Early-stage evidence [exists] for the application of video self-modeling to [increase] social engagement in young children with limited verbal skills" (p. 23).
"The state of the evidence for [the Picture Exchange Communication System] PECS has risen to the level of empirically demonstrated efficacy with some evidence of effectiveness for specific applications of PECS. Furthermore, scientific evidence exists for the efficacy of PECS in facilitating speech development" (p. 27).
