Therapeutic interventions for people on the autism spectrum – clinical science perspective

Current clinical research goes beyond the question: ‘what works?’ to ask also ‘for whom?’, , ‘how?’, ‘under what circumstances?’, and so on. In this course, we will ask these questions to review a broad array of behavioral interventions for people on the autism spectrum. They will include early intervention (ABA, developmental, NDBIs), social skills training, sensory and technology-based interventions, as well as programs for adolescents and adults (e.g. vocational training, psychoeducation, and psychotherapy).

The course will combine clinical and methodological perspectives. Each class will begin with a brief overview of the specific therapeutic approach (often using audiovisual materials), followed by a group work, and a whole-group discussion on the methods used to ascertain the treatment efficacy. You will read empirical literature and learn to identify common problems with sampling, research design (single-cases, quasi-experimental, randomized-controlled trial), outcomes, as well as intervention feasibility. In class, we will raise current topics in clinical research such as the use of biomarkers, individualizing treatment, or participatory and ethical considerations.

Roberts, M. C., & Ilardi, S. S. (Eds.). (2003). Handbook of research methods in clinical psychology. John Wiley & Sons (esp. chapter 15).

Fein, D., Barton, M., Eigsti, I. M., Kelley, E., Naigles, L., Schultz, R. T., ... & Troyb, E. (2013). Optimal outcome in individuals with a history of autism. Journal of child psychology and psychiatry, 54(2), 195-205.

Georgiades, S., & Kasari, C. (2018). Reframing optimal outcomes in autism. JAMA pediatrics, 172(8), 716-717.

Schreibman, L., Dawson, G., Stahmer, A. C., Landa, R., Rogers, S. J., McGee, G. G., ... & McNerney, E. (2015). Naturalistic developmental behavioral interventions: Empirically validated treatments for autism spectrum disorder. Journal of autism and developmental disorders, 45(8), 2411-2428.

Dawson, G., Jones, E. J., Merkle, K., Venema, K., Lowy, R., Faja, S., ... & Smith, M. (2012). Early behavioral intervention is associated with normalized brain activity in young children with autism. Journal of the American Academy of Child & Adolescent Psychiatry, 51(11), 1150-1159.

Green, J., Charman, T., McConachie, H., Aldred, C., Slonims, V., Howlin, P., ... & Barrett, B. (2010). Parent-mediated communication-focused treatment in children with autism (PACT): a randomised controlled trial. The Lancet, 375(9732), 2152-2160.

Pickles, A., Harris, V., Green, J., Aldred, C., McConachie, H., Slonims, V., ... & PACT Consortium. (2015). Treatment mechanism in the MRC preschool autism communication trial: Implications for study design and parent‐focused therapy for children. Journal of Child Psychology and Psychiatry, 56(2), 162-170.

Kasari, C., Kaiser, A., Goods, K., Nietfeld, J., Mathy, P., Landa, R., ... & Almirall, D. (2014). Communication interventions for minimally verbal children with autism: A sequential multiple assignment randomized trial. Journal of the American Academy of Child & Adolescent Psychiatry, 53(6), 635-646.

Kasari, C., Dean, M., Kretzmann, M., Shih, W., Orlich, F., Whitney, R., ... & King, B. (2016). Children with autism spectrum disorder and social skills groups at school: A randomized trial comparing intervention approach and peer composition. Journal of Child Psychology and Psychiatry, 57(2), 171-179.

Shire, S. Y., Chang, Y. C., Shih, W., Bracaglia, S., Kodjoe, M., & Kasari, C. (2017). Hybrid implementation model of community‐partnered early intervention for toddlers with autism: A randomized trial. Journal of Child Psychology and Psychiatry, 58(5), 612-622.

Laugeson, E. A., Gantman, A., Kapp, S. K., Orenski, K., & Ellingsen, R. (2015). A randomized controlled trial to improve social skills in young adults with autism spectrum disorder: The UCLA PEERS® program. Journal of autism and developmental disorders, 45(12), 3978-3989.