Table 20.

2   (continued)
Author(s) and Year Sample Outcome measures Treatment procedures Findings Nathan and Gorman
(2002, 2007) criteria
Relationship Development Intervention (RDI)
* No research studies that meet Nathan and Gorman (2002, 2007) Type I, 2, 3, studies
Responsive Education And Prelinguistic Milieu Teaching (RPMT)/Milieu Teaching
Hancock and Kaiser 4 ss, aged 35–54 mos.; 3 Collected throughout tx and Therapist-implemented All children showed positive Type 2 study:
2002 male, 1 female follow-up: frequency of total “enhanced milieu teaching”; increases for specific target − RCT,
child utterances, spontaneous single-subject, multiple base- language use, maintained across − Blind assessments,
child utterances, total use of line design; part of larger study the 6 mos. follow-up; positive + Incl/excl criteria,
targets, frequency of targets which randomized children to lang. effects generalized to + Standardized dx
used spontaneously, # of dif- different txs; children randomly interactions w/ mothers at home battery,
ferent word roots used, and assigned to a specific number for 3/4 children; variable results − Comparison group,
MLU; collected shortly after of baselines; tx consisted of across children for standardized + Tx fidelity,
last tx session & last follow- sessions 2x/wk for 15 min/ measures − Tx manual
up session: SICD, PPVT-R, session; clinic-based; follow-
Expressive One-Word Picture up period of 1x/mos., 15 min
Vocabulary Test-Revised, par- sessions for 6 mos.; parents did
ent satisfaction questionnaire not observe sessions
Kaiser et al. 2000 6 ss, aged 32–54 mos.; Collected throughout tx and Parent-implemented “enhanced Parents learned to implement Type 2 study:
all male follow-up: frequency of total milieu teaching”; single- procedures and maintained them − RCT,-Blind
child utterances, spontaneous subject, multiple baseline over follow-up period, but at assessments,
child utterances, total use of design; part of larger study lower rates than during active + Incl/excl criteria,
targets, frequency of targets which randomized children to tx; positive effects for use of + Standardized dx
used spontaneously, number of different txs; children randomly communication targets for all battery,
different word roots used, and assigned to a specific number children and on complexity and − Comparison group,
MLU; collected shortly after of baselines; parent training diversity of productive lan- + Tx fidelity,
last tx session and last follow- consisted of sessions 2x/wk for guage for most children; effects − Tx manual
up session: SICD, PPVT-R, 45 min./session; clinic-based; generalized to home setting for
Expressive One-Word Picture follow-up period of 1x/mos., 4/6 children; improvement on
Vocabulary Test-Revised, par- 15 min. sessions for 6 mos. standardized assessments for 5/6
ent satisfaction questionnaire children
20  Developmental Approaches to Treatment of Young Children with Autism Spectrum Disorder
405
Table 20.2   (continued)
406

Author(s) and Year Sample Outcome measures Treatment procedures Findings Nathan and Gorman
(2002, 2007) criteria
Yoder and Stone 36 ss, aged 21–54 mos.; After 6 mos. and 12 mos. (6 Compared “responsive educa- At 6 mos., PECS group more Type 2 study:
2006 31 male, 5 female mos. after tx ended): free-play tion and prelinguistic milieu successful in increasing number + RCT,
session w/ examiner (scored teaching” to PECS; 3 20-min of nonimitative spoken commu- − Blind assessments,
for frequency of nonimitative sessions/wk for 6 mos. (1:1 w/ nication acts and number of dif- + Incl/excl criteria,
spoken communication acts therapist); parent offered up to ferent nonimitative words used; + Standardized dx
and number of different non- 15 h. of training; clinic-based; at 12 mos., exploratory analysis battery,
imitative words spoken) designed to facilitate inten- showed that growth rate of + Comparison group,
tional communication for the number of different nonimitative + Tx fidelity,
primary pragmatic functions of words faster in PECS group for + Tx manual
commenting, requesting, and children who began tx w/ high
turn taking object exploration, but opposite
for children who began w/ low
object exploration
Responsive Teaching (RT)
Mahoney and Pera- 20 ss with autism or videotaped mother-child Tx 1X/week of center-based Pre-post design; 80 % of mothers Type 3 Study:
les 2003 PDD-NOS; mean age of interactions coded with CBRS tx and mean hour of 2.5 h/daydemonstrated significant increase − RCT,
32 mos, with 80 % of ss and MBRS, social-emotional in maternal responsiveness and
of in-home parent-delivered tx − Blind assessments,
under 36 mos at time of functioning from ITSEA and for 8–14 mos.; tx focused on affect. This increased respon- − Incl/excl criteria,
enrollment; 12 male TABS siveness was associated with
reciprocity, contingency, shared − Standardized dx
control, affect, and matchingchildren’s increased social-emo- battery,
of pace during play and dailytional functioning (engagement, − Comparison group,
routines cooperation, joint attention, and + Tx fidelity,
affect) + Tx manual
Mahoney and Pera- 20 ss with PDDNOS; Developmental Rainbow, 1 h/week of parent–child sx at Pre-post design; significant Type 3 Study:
les 2005 20 ss with other DD; TBPA, videotaped mother– home or at center with early increases in maternal respon- − RCT,
12–54 mos with 85 % of child interactions coded with intervention specialist for 1 siveness; significant increases − Blind assessments,
children under 36 mos at CBRS and MBRS, social-emo- year; approx. 15 h/wk of par- in children’s communication, − Incl/exl criteria,
time of enrollment; 62 % tional functioning from ITSEA ent-delivered tx (parent report); cognitive, and social-emo- − Standardized dx
males and TABS tx focused on cognitive, com- tional functioning; PDDNOS battery,
munication, and social-emo- group showed greater gains − Comparison group;
tional functioning influenced in development; child out- + Tx fidelity,
by parental responsiveness comes were related to maternal + Tx manual
responsiveness
A. L. Wagner et al.
Table 20.2   (continued)
Author(s) and Year Sample Outcome measures Treatment procedures Findings Nathan and Gorman
(2002, 2007) criteria
Social Communication, Emotional Regulation, and Transactional Support (SCERTS)
Wetherby and 35 ss total: 17 ss; 12–24 MSEL; VABS; ADOS; video Two home visits per week for Quasi-experimental, one-group Type 3 Study:
Woods 2006 mos. of age; with signifi- taped behavior sample coded 1 year by trained intervention- pretest-posttest design with a no- − RCT,
(preliminary study: cant red flags for ASD with CSBS DP ists with focus on increasing treatment contrast group at post + Blind assessments,
Early Social Interac- and a provisional clinical communication during daily only; significant increases in 11 + Incl/excl criteria,
tion Project) diagnosis of ASD; 18 ss routines & participation in of 13 social communication mea- + Standardized dx
in contrast group; 25–36 parent-child FIRST WORDS sures of the CSBS DP, including battery,
mos. with “suspected” playgroup for 9 weeks during initiating and responding to joint +/-Comparison group
ASD diagnosis tx year attention; at post tx group and (only posttest),
contrast group were comparable + Tx fidelity,
on communicative means and − Tx manual
play, but contrast group had
significantly poorer performance
on all other social communica-
tion measures
Treatment and Education for Autistic And Related Communication Handicapped Children (TEACCH)
Short 1984 15 ss; 2.3–7.5 yrs (mean (1) Behavioral observation Tx group compared to wait Parental guidance and appro- Type 2 Study:
4.7 yrs.); 12 boys and coding for parental and child period control; tx = 4 mos. 29 priate child behavior were − RCT,
3 girls; all met Rutter’s behavior; (2) semi-structured days; wait period = 1 mo 29 significantly greater during tx + Blind assessments,
4 criteria (1978) for maternal interview on family days; tx = TEACCH 6-8 sx of period than during wait period; + /-Incl/excl criteria,
diagnosis of autism stress in relation to child w/ 60–90 min/each reductions of inappropriate child -Standardized dx
autism; (3) questionnaire on behavior and family stress were battery,
effects of child problems on not significantly different in tx +/− Comparison
family; (4) parental question- period than wait period group,
naire on effects of tx − Tx fidelity,
− Tx manual
20  Developmental Approaches to Treatment of Young Children with Autism Spectrum Disorder
407