Cognitive-behavioural approach for children with autism spectrum disorder: A literature review

Background Interventions using cognitive-behavioural approaches have been suggested to be effective for children with autism spectrum disorder (ASD). In the current review, the authors attempt to clarify how these cognitive-behavioural approach interventions may deliver their intended effects by exa...

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Published in	Journal of intellectual & developmental disability Vol. 40; no. 2; pp. 213 - 229
Main Authors	Ho, Betty P. V., Stephenson, Jennifer, Carter, Mark
Format	Journal Article
Language	English
Published	Abingdon Routledge 03.04.2015 Taylor & Francis Taylor & Francis Ltd
Subjects	Asperger syndrome Autism autism spectrum disorder Autism Spectrum Disorders Behavior Change Behavior Modification Behavioral Objectives Behaviour change Behaviour patterns Child development Children Children & youth Cognition & reasoning Cognitive behaviour therapy Cognitive Restructuring cognitive-behavioural intervention Effectiveness Intervention literature Literature reviews Outcome Measures Pervasive Developmental Disorders Program Content Research Design Young children
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ISSN	1366-8250 1469-9532 1469-9532
DOI	10.3109/13668250.2015.1023181

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Abstract	Background Interventions using cognitive-behavioural approaches have been suggested to be effective for children with autism spectrum disorder (ASD). In the current review, the authors attempt to clarify how these cognitive-behavioural approach interventions may deliver their intended effects by examining the relationships between their aims, content/skills addressed, and outcome measures. Method A total of 39 studies reporting on cognitive-behavioural approaches for children with ASD were located through a database search, examined, and relevant data were subsequently extracted. Result There was a notable lack of correspondence between the intervention aims, content/skills taught, and the outcome variables measured. Mastery of intermediate knowledge and skills, which were presumed to indirectly facilitate desired behaviour change, was not typically assessed. Conclusion It is very difficult to determine the contribution of components to the effectiveness of multiple-component approach interventions. More cost-effective cognitive-behavioural approach interventions may be possible with research focusing on examining the effectiveness of individual components, in particular with single-subject experimental design research.
AbstractList	Background Interventions using cognitive-behavioural approaches have been suggested to be effective for children with autism spectrum disorder (ASD). In the current review, the authors attempt to clarify how these cognitive-behavioural approach interventions may deliver their intended effects by examining the relationships between their aims, content/skills addressed, and outcome measures. Method A total of 39 studies reporting on cognitive-behavioural approaches for children with ASD were located through a database search, examined, and relevant data were subsequently extracted. Result There was a notable lack of correspondence between the intervention aims, content/skills taught, and the outcome variables measured. Mastery of intermediate knowledge and skills, which were presumed to indirectly facilitate desired behaviour change, was not typically assessed. Conclusion It is very difficult to determine the contribution of components to the effectiveness of multiple-component approach interventions. More cost-effective cognitive-behavioural approach interventions may be possible with research focusing on examining the effectiveness of individual components, in particular with single-subject experimental design research. Background: Interventions using cognitive-behavioural approaches have been suggested to be effective for children with autism spectrum disorder (ASD). In the current review, the authors attempt to clarify how these cognitive-behavioural approach interventions may deliver their intended effects by examining the relationships between their aims, content/skills addressed, and outcome measures. Method: A total of 39 studies reporting on cognitive-behavioural approaches for children with ASD were located through a database search, examined, and relevant data were subsequently extracted. Result: There was a notable lack of correspondence between the intervention aims, content/skills taught, and the outcome variables measured. Mastery of intermediate knowledge and skills, which were presumed to indirectly facilitate desired behaviour change, was not typically assessed. Conclusion: It is very difficult to determine the contribution of components to the effectiveness of multiple-component approach interventions. More cost-effective cognitive-behavioural approach interventions may be possible with research focusing on examining the effectiveness of individual components, in particular with single-subject experimental design research. Interventions using cognitive-behavioural approaches have been suggested to be effective for children with autism spectrum disorder (ASD). In the current review, the authors attempt to clarify how these cognitive-behavioural approach interventions may deliver their intended effects by examining the relationships between their aims, content/skills addressed, and outcome measures. A total of 39 studies reporting on cognitive-behavioural approaches for children with ASD were located through a database search, examined, and relevant data were subsequently extracted. There was a notable lack of correspondence between the intervention aims, content/skills taught, and the outcome variables measured. Mastery of intermediate knowledge and skills, which were presumed to indirectly facilitate desired behaviour change, was not typically assessed. It is very difficult to determine the contribution of components to the effectiveness of multiple-component approach interventions. More cost-effective cognitive-behavioural approach interventions may be possible with research focusing on examining the effectiveness of individual components, in particular with single-subject experimental design research. Interventions using cognitive-behavioural approaches have been suggested to be effective for children with autism spectrum disorder (ASD). In the current review, the authors attempt to clarify how these cognitive-behavioural approach interventions may deliver their intended effects by examining the relationships between their aims, content/skills addressed, and outcome measures. A total of 39 studies reporting on cognitive-behavioural approaches for children with ASD were located through a database search, examined, and relevant data were subsequently extracted. There was a notable lack of correspondence between the intervention aims, content/skills taught, and the outcome variables measured. Mastery of intermediate knowledge and skills, which were presumed to indirectly facilitate desired behaviour change, was not typically assessed. It is very difficult to determine the contribution of components to the effectiveness of multiple-component approach interventions. More cost-effective cognitive-behavioural approach interventions may be possible with research focusing on examining the effectiveness of individual components, in particular with single-subject experimental design research. [Author abstract, ed]
Author	Carter, Mark Stephenson, Jennifer Ho, Betty P. V.
AuthorAffiliation	Macquarie University. Special Education Centre
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Author_xml	– sequence: 1 givenname: Betty P. V. surname: Ho fullname: Ho, Betty P. V. email: betty.ho@mq.edu.au organization: Macquarie University Special Education Centre, Macquarie University – sequence: 2 givenname: Jennifer surname: Stephenson fullname: Stephenson, Jennifer organization: Macquarie University Special Education Centre, Macquarie University – sequence: 3 givenname: Mark surname: Carter fullname: Carter, Mark organization: Macquarie University Special Education Centre, Macquarie University
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Notes	Refereed article. Includes bibliographical references. Journal of Intellectual and Developmental Disability; v.40 n.2 p.213-229; June 2015 ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 14
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Snippet	Background Interventions using cognitive-behavioural approaches have been suggested to be effective for children with autism spectrum disorder (ASD). In the... Interventions using cognitive-behavioural approaches have been suggested to be effective for children with autism spectrum disorder (ASD). In the current... Background: Interventions using cognitive-behavioural approaches have been suggested to be effective for children with autism spectrum disorder (ASD). In the...
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SubjectTerms	Asperger syndrome Autism autism spectrum disorder Autism Spectrum Disorders Behavior Change Behavior Modification Behavioral Objectives Behaviour change Behaviour patterns Child development Children Children & youth Cognition & reasoning Cognitive behaviour therapy Cognitive Restructuring cognitive-behavioural intervention Effectiveness Intervention literature Literature reviews Outcome Measures Pervasive Developmental Disorders Program Content Research Design Young children
Title	Cognitive-behavioural approach for children with autism spectrum disorder: A literature review
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