Summary of the Systematic Review

Article Citation

Meta-Analysis of Naturalistic Developmental Behavioral Interventions for Young Children With Autism Spectrum Disorder

Tiede, G., & Walton, K. M. (2019).
Autism: The International Journal of Research & Practice, 23(8), 2080-2095.
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Sponsoring Body

No funding received

Article Quality Ratings

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Indicators of Review Quality

  • Yes The review states a clearly focused question/aim.
  • Yes Criteria for inclusion of studies are provided.
  • No Search strategy described in sufficient detail for replication.
  • Yes Included studies are assessed for study quality.
  • No Quality assessments are reproducible.
  • No Characteristics of the included studies are provided.

Quality Rating Notes

Search Strategy: Search date range was not specified.

Study Quality: Only aggregate results were provided.

Study Characteristics: Characteristics of the each included study (e.g., sample size) were not included.

Article Details

Description

This is a systematic review and meta-analysis of controlled, group design studies investigating naturalistic developmental behavioral intervention (NDBI) in young children with autism spectrum disorder (ASD).

Questions/Aims Addressed

This meta-analysis aimed to quantitatively examine the effects of NDBI on certain outcomes, such as joint attention, cognitive development, and expressive language.

Population

Young children, six years of age or younger, with autism spectrum disorder

Intervention/Assessment

Naturalistic developmental behavioral intervention

Number of Studies Included

27 studies in 29 reports

Years Included

Not further specified


Conclusions from This Systematic Review

What are Conclusions?

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Treatment

Results indicated naturalistic developmental behavioral intervention to have larger effects (g) on social engagement (g = 0.65) and relatively smaller, but significant, composite effects for joint attention (g = 0.14) and play (g= 0.23). Dosage, however, was reported to significantly moderate the effects of joint attention outcomes; an increase in professional hours was significantly associated with a positive increase in joint attention outcomes. 

Keywords: Dosage, Social Communication, Incidental/Naturalistic Teaching

Results indicated naturalistic developmental behavioral intervention to have significant and moderate effects (g) on cognitive development (g = 0.48) in young children with autism spectrum disorder. Findings suggested that gains in overall IQ may be due to gains in the verbal domain than in the nonverbal domain. 

Keywords: Cognition, Incidental/Naturalistic Teaching

Results indicated naturalistic developmental behavioral intervention to have small, but positive, effects (g) on expressive language (g = 0.32) and receptive language (g = 0.28) in young children with autism spectrum disorder. Dosage was reported not to moderate the effects of intervention.

Keywords: Dosage, Speech and Language, Incidental/Naturalistic Teaching

Service Delivery

Results indicated naturalistic developmental behavioral intervention to have larger effects (g) on social engagement (g = 0.65) and relatively smaller, but significant, composite effects for joint attention (g = 0.14) and play (g= 0.23). Dosage, however, was reported to significantly moderate the effects of joint attention outcomes; an increase in professional hours was significantly associated with a positive increase in joint attention outcomes. 

Keywords: Dosage, Social Communication, Incidental/Naturalistic Teaching

Results indicated naturalistic developmental behavioral intervention to have small, but positive, effects (g) on expressive language (g = 0.32) and receptive language (g = 0.28) in young children with autism spectrum disorder. Dosage was reported not to moderate the effects of intervention.

Keywords: Dosage, Speech and Language, Incidental/Naturalistic Teaching

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