Evidence-Based Practices for Children, Youth, and Young Adults with Autism: Third Generation Review

Hume, Kara; Steinbrenner, Jessica R.; Odom, Samuel L.; Morin, Kristi L.; Nowell, Sallie W.; Tomaszewski, Brianne; Szendrey, Susan; McIntyre, Nancy S.; Yücesoy-Özkan, Serife; Savage, Melissa N.

doi:10.1007/s10803-020-04844-2

Evidence-Based Practices for Children, Youth, and Young Adults with Autism: Third Generation Review

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This article is a systematic review describing a set of practices that have evidence of positive effects with autistic children and youth. It is the third iteration of a review of the intervention literature (Odom et al. in J Autism Dev Disorders 40(4):425–436, 2010a; Prevent School Fail 54(4):275–282, 2010b; Wong et al. in https://autismpdc.fpg.unc.edu/sites/autismpdc.fpg.unc.edu/files/imce/documents/2014-EBP-Report.pdf; J Autism Dev Disorders 45(7):1951–1966, 2015), extending coverage to articles published between 1990 and 2017.

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20 p.

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Hume, Kara; Steinbrenner, Jessica R.; Odom, Samuel L.; Morin, Kristi L.; Nowell, Sallie W.; Tomaszewski, Brianne et al. January 15, 2021.

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This article is part of the collection entitled: UNT Scholarly Works and was provided by the UNT College of Education to the UNT Digital Library, a digital repository hosted by the UNT Libraries. It has been viewed 218 times. More information about this article can be viewed below.

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Hume, Kara University of North Carolina at Chapel Hill
Steinbrenner, Jessica R. University of North Carolina at Chapel Hill
Odom, Samuel L. University of North Carolina at Chapel Hill
Morin, Kristi L. Lehigh University; University of North Carolina at Chapel Hill
Nowell, Sallie W. University of North Carolina at Chapel Hill
Tomaszewski, Brianne University of North Carolina at Chapel Hill
Szendrey, Susan University of North Carolina at Chapel Hill
McIntyre, Nancy S. University of Central Florida; University of North Carolina at Chapel Hill
Yücesoy-Özkan, Serife Anadolu Üniversitesi; University of North Carolina at Chapel Hill
Savage, Melissa N. University of North Texas; University of North Carolina at Chapel Hill

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Springer Nature

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UNT College of Education

The UNT College of Education prepares professionals and scholars who contribute to the advancement of education, health, and human development. Programs in the college prepare teachers, leaders, physical activity and health specialists, educational researchers, recreational leaders, child development and family studies specialists, doctoral faculty, counselors, and special and gifted education teachers and leaders.

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Department: Educational Psychology

Description

This article is a systematic review describing a set of practices that have evidence of positive effects with autistic children and youth. It is the third iteration of a review of the intervention literature (Odom et al. in J Autism Dev Disorders 40(4):425–436, 2010a; Prevent School Fail 54(4):275–282, 2010b; Wong et al. in https://autismpdc.fpg.unc.edu/sites/autismpdc.fpg.unc.edu/files/imce/documents/2014-EBP-Report.pdf; J Autism Dev Disorders 45(7):1951–1966, 2015), extending coverage to articles published between 1990 and 2017.

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20 p.

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Abstract: This systematic review describes a set of practices that have evidence of positive effects with autistic children and youth. This is the third iteration of a review of the intervention literature (Odom et al. in J Autism Dev Disorders 40(4):425–436, 2010a; Prevent School Fail 54(4):275–282, 2010b; Wong et al. in https://autismpdc.fpg.unc.edu/sites/autismpdc.fpg.unc.edu/files/imce/documents/2014-EBP-Report.pdf; J Autism Dev Disorders 45(7):1951–1966, 2015), extending coverage to articles published between 1990 and 2017. A search initially yielded 31,779 articles, and the subsequent screening and evaluation process found 567 studies to include. Combined with the previous review, 972 articles were synthesized, from which the authors found 28 focused intervention practices that met the criteria for evidence-based practice (EBP). Former EBPs were recategorized and some manualized interventions were distinguished as meeting EBP criteria. The authors discuss implications for current practices and future research.

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Journal of Autism and Developmental Disorders, 51(11), Springer Nature, January 15, 2021, pp. 1-20

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English

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Digital Object Identifier: https://doi.org/10.1007/s10803-020-04844-2
Archival Resource Key: ark:/67531/metadc1852220

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Publication Title: Journal Title
Volume: 51
Issue: 11
Page Start: 4013
Page End: 4032
Peer Reviewed: Yes

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Materials from the UNT community's research, creative, and scholarly activities and UNT's Open Access Repository. Access to some items in this collection may be restricted.

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Correction to: Evidence-Based Practices for Children, Youth, and Young Adults with Autism: Third Generation (Article)

Correction to the article "Evidence-Based Practices for Children, Youth, and Young Adults with Autism: Third Generation Review." The original article can be found online at https://doi.org/10.1007/ s10803-020-04844-2.Autism Spectrum Disorder

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January 15, 2021

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Oct. 21, 2021, 11:26 a.m.

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Dec. 5, 2023, 1:04 p.m.

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Hume, Kara; Steinbrenner, Jessica R.; Odom, Samuel L.; Morin, Kristi L.; Nowell, Sallie W.; Tomaszewski, Brianne et al. Evidence-Based Practices for Children, Youth, and Young Adults with Autism: Third Generation Review, article, January 15, 2021; (https://digital.library.unt.edu/ark:/67531/metadc1852220/: accessed May 30, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; crediting UNT College of Education.

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