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

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

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.

Keywords: Autism spectrum disorder; Children and youth; Evidence-based practice; Focused intervention.

© 2021. The Author(s).

Figures

Fig. 1
Fig. 1
Research to practice process, with the current review reflecting the third step in the process
Fig. 2
Fig. 2
PRISMA flow charts
Fig. 3
Fig. 3
Increase in accepted articles across time
Fig. 4
Fig. 4
Matrix of evidence-based practices, outcomes, and age categories

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