Autism behavioral therapy: Difference between revisions

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*** It is used to increase social and communicative skills of autistic individuals, addressing a core deficit of autism.  
*** It is used to increase social and communicative skills of autistic individuals, addressing a core deficit of autism.  
*** There are many approaches including modeling and reinforcement, adult and peer mediation strategies, peer tutoring, social games and stories, self-management, [[pivotal response therapy]], video modeling, direct instruction, visual cuing, circle of friends, and social-skills groups.<ref>{{cite journal |author= Matson JL, Matson ML, Rivet TT |title= Social-skills treatments for children with autism spectrum disorders: an overview |journal= Behav Modif |volume=31 |issue=5 |pages=682–707 |year=2007 |pmid=17699124 |doi=10.1177/0145445507301650}}</ref>  
*** There are many approaches including modeling and reinforcement, adult and peer mediation strategies, peer tutoring, social games and stories, self-management, [[pivotal response therapy]], video modeling, direct instruction, visual cuing, circle of friends, and social-skills groups.<ref>{{cite journal |author= Matson JL, Matson ML, Rivet TT |title= Social-skills treatments for children with autism spectrum disorders: an overview |journal= Behav Modif |volume=31 |issue=5 |pages=682–707 |year=2007 |pmid=17699124 |doi=10.1177/0145445507301650}}</ref>  
===Sensory Integration===
* Unusual responses to [[Stimulus (physiology)|sensory stimuli]] are more common and prominent in autistic children, although there is no good evidence that sensory symptoms differentiate autism from other developmental disorders.<ref>{{cite journal |journal= J Child Psychol Psychiatry |date=2005 |volume=46 |issue=12 |pages=1255–68 |title= Annotation: what do we know about sensory dysfunction in autism? A critical review of the empirical evidence |author= Rogers SJ, Ozonoff S |doi=10.1111/j.1469-7610.2005.01431.x |pmid=16313426}}</ref> Several therapies have been developed to treat [[Sensory Integration Dysfunction]].<ref>{{cite web |title= Sensory integrative therapy |url=http://www.researchautism.net/interventionitem.ikml?print&ra=28&infolevel=4 |accessdate=2007-10-08 |publisher= Research Autism}}</ref> Some of these treatments (for example, sensorimotor handling) have a questionable rationale and no empirical evidence. Other treatments (for example, prism lenses, physical exercise, and [[auditory integration training]]) have had studies with small positive outcomes, but few conclusions can be made about them due to methodological problems with the studies.<ref>{{cite journal |journal= J Autism Dev Disord |year=2002 |volume=32 |issue=5 |pages=397–422 |title= Efficacy of sensory and motor interventions for children with autism |author= Baranek GT |doi=10.1023/A:1020541906063 |pmid=12463517}}</ref> Although replicable treatments have been described and valid outcome measures are known, gaps exist in knowledge related to sensory integration dysfunction and therapy.<ref>{{cite journal |journal= Ment Retard Dev Disabil Res Rev |year=2005 |volume=11 |issue=2 |pages=143–8 |title= Occupational therapy using a sensory integrative approach for children with developmental disabilities |author= Schaaf RC, Miller LJ |doi=10.1002/mrdd.20067 |pmid=15977314}}</ref>


===Therapy in Education===
===Therapy in Education===
Children with autism are affected by their symptoms every day, which set them apart from unaffected students. Because of problems with [[receptive language]] and [[theory of mind]], they can have difficulty understanding some classroom directions and instruction, along with subtle vocal and facial cues of teachers. This inability to fully decipher the world around them often makes education stressful. Teachers need to be aware of a student's disorder, and ideally should have specific training in autism education, so that they are able to help the student get the best out of his or her classroom experiences.
* Teachers need to be aware of a student's disorder, and ideally should have specific training in autism education, so that they are able to help the student get the best out of his or her classroom experiences.
 
* '''Visual schedules'''
Some students learn more effectively with visual aids as they are better able to understand material presented visually. Because of this, many teachers create “visual schedules” for their autistic students. This allows students to concretely see what is going on throughout the day, so they know what to prepare for and what activity they will be doing next. Some autistic children have trouble going from one activity to the next, so this visual schedule can help to reduce stress.
** Since some students learn more effectively with visual aids, many teachers create “visual schedules” for their autistic students. This allows students to concretely see what is going on throughout the day, so they know what to prepare for and what activity they will be doing next.
 
* '''Working in pairs'''
Research has shown that working in pairs may be beneficial to autistic children. Autistic students have problems not only with language and communication, but with socialization as well. By facilitating peer interaction, teachers can help their students with autism make friends, which in turn can help them cope with problems or understand the world around them. This can help them to become more integrated into the mainstream environment of the classroom.
** Working in pairs may be beneficial to autistic children.  
** Peer interaction can help students with autism make friends, which in turn can help them cope with problems or understand the world around them.
* '''A teacher's aide'''
** A teacher's aide can also be useful to the student.
** The aide is able to give more elaborate directions that the teacher may not have time to explain to the autistic child and can help the child to stay at an equivalent level to the rest of the class through the special one-on-one instruction.  


A teacher's aide can also be useful to the student. The aide is able to give more elaborate directions that the teacher may not have time to explain to the autistic child and can help the child to stay at an equivalent level to the rest of the class through the special one-on-one instruction. However, some argue that students with one-on-one aides may become overly dependent on the help, thus leading to difficulty with independence later on.
* There are many different techniques that teachers can use to assist their students. A teacher needs to become familiar with the child’s disorder to know what will work best with that particular child. Every child is going to be different and teachers have to be able to adjust with every one of them.
 
There are many different techniques that teachers can use to assist their students. A teacher needs to become familiar with the child’s disorder to know what will work best with that particular child. Every child is going to be different and teachers have to be able to adjust with every one of them.
 
Students with autism spectrum disorders sometimes have high levels of [[anxiety]] and stress, particularly in social environments like school. If a student exhibits aggressive or explosive behavior, it is important for educational teams to recognize the impact of stress and anxiety. Preparing students for new situations, such as through writing [[social stories]], can lower anxiety. Teaching social and emotional concepts using systematic teaching approaches such as The Incredible 5-Point Scale or other cognitive behavioral strategies can increase a student's ability to control excessive behavioral reactions.
 
====Animal-assisted Therapy====
[[Animal-assisted therapy]], where an animal such as a dog becomes a basic part of a person's treatment, is a controversial treatment for some symptoms. A 2007 [[meta-analysis]] found that animal-assisted therapy is associated with a moderate improvement in autism spectrum symptoms.<ref>{{cite journal |journal= Anthrozoos |volume= 20 |issue= 3 |pages= 225–38 |date= 2007 |author= Nimer J, Lundahl B |title= Animal-assisted therapy: a meta-analysis |doi= 10.2752/089279307X224773}}</ref> [[Review]]s of published [[dolphin]]-assisted therapy (DAT) studies have found important methodological flaws and have concluded that there is no compelling scientific evidence that DAT is a legitimate therapy or that it affords any more than fleeting improvements in mood.<ref>{{cite journal |journal=Anthrozoos |volume= 20 |issue= 3 |pages= 239–49 |date= 2007 |doi= 10.2752/089279307X224782 |author= Lori Marino, Scott O. Lilienfeld |title= Dolphin-Assisted Therapy: more flawed data and more flawed conclusions}}</ref>


===Prosthetics===
===Prosthetics===
[[Affective computing]] devices, typically with image or voice recognition capabilities, have been proposed to help autistic individuals improve their social communication skills. These devices are still under development. Robots have also been proposed as educational aids for autistic children.<ref>{{cite journal |journal= Ann N Y Acad Sci |date=2006 |volume=1093 |pages=228–48 |title= Affective computing and autism |author= el Kaliouby R, Picard R, Baron-Cohen S |doi=10.1196/annals.1382.016 |pmid=17312261}}</ref>
* [[Affective computing]] devices, typically with image or voice recognition capabilities, have been proposed to help autistic individuals improve their social communication skills.<ref>{{cite journal |journal= Ann N Y Acad Sci |date=2006 |volume=1093 |pages=228–48 |title= Affective computing and autism |author= el Kaliouby R, Picard R, Baron-Cohen S |doi=10.1196/annals.1382.016 |pmid=17312261}}</ref>


===Neurofeedback===
===Neurofeedback===
[[Neurofeedback]] has been hypothesized to improve focusing and decrease anxiety in individuals with ASD. One pilot study investigated this hypothesis in 10 adolescent boys diagnosed with [[Asperger syndrome]]. Five boys dropped out during the study; results on the remaining boys were positive but were not statistically significant.<ref>{{cite journal |journal= Int J Rehabil Res |year=2005 |volume=28 |issue=2 |pages=159–63 |title= Effects of electroencephalogram biofeedback with Asperger's syndrome |author= Scolnick B |pmid=15900187}}</ref>
* [[Neurofeedback]] has been hypothesized to improve focusing and decrease anxiety in individuals with ASD.<ref>{{cite journal |journal= Int J Rehabil Res |year=2005 |volume=28 |issue=2 |pages=159–63 |title= Effects of electroencephalogram biofeedback with Asperger's syndrome |author= Scolnick B |pmid=15900187}}</ref>
 
===Son-Rise===
{{Main|Son-Rise}}
Son-Rise is a home-based program with emphasis on eye contact, accepting the child without judgment, and engaging the child in a noncoercive way. Proponents claim that children will decide to become non-autistic after parents accept them for who they are and engage them in play. The program was started by the parents of Raun Kaufman, who is claimed to have gone from being autistic to normal via the treatment in the early 1970s.<ref>{{cite book |author=Kaufman BN |title= Son-Rise: the Miracle Continues |publisher= HJ Kramer |year=1995 |isbn=0915811618}}</ref> No independent study has tested the efficacy of the program, but a 2003 study found that involvement with the program led to more drawbacks than benefits for the involved families over time,<ref>{{cite journal |journal= J Intellect Disabil Res |year=2003 |volume=47 |issue=4–5 |pages=291-9 |title= The Son-Rise Program intervention for autism: an investigation into family experiences |author= Williams KR, Wishart JG |doi=10.1046/j.1365-2788.2003.00491.x |pmid=12787161}}</ref> and a 2006 study found that the program is not always implemented as it is typically described in the literature, which suggests it will be difficult to evaluate its efficacy.<ref>{{cite journal |journal=Autism |year=2006 |volume=10 |issue=1 |pages=86–102 |title= The Son-Rise Program intervention for autism: prerequisites for evaluation |author=Williams KR |doi=10.1177/1362361306062012 |pmid=16522712}}</ref>


===Patterning===
===Patterning===
Patterning is a set of exercises that attempts to improve the organization of a child's neurologic impairments. It has been used for decades to treat children with many unrelated neurologic disorders, including autism. The therapy is based on oversimplified theories and is not supported by carefully designed research studies.<ref>{{cite journal |journal=Pediatrics |date=1999 |volume=104 |issue=5 |pages=1149–51 |title= The treatment of neurologically impaired children using patterning |author= American Academy of Pediatrics. Committee on Children with Disabilities |pmid=10545565 |url=http://pediatrics.aappublications.org/cgi/content/full/104/5/1149}}</ref>
* Patterning is a set of exercises that attempts to improve the organization of a child's neurologic impairments.  
* It has been used for decades to treat children with many unrelated neurologic disorders, including autism.  
* The therapy is based on oversimplified theories and is not supported by carefully designed research studies.<ref>{{cite journal |journal=Pediatrics |date=1999 |volume=104 |issue=5 |pages=1149–51 |title= The treatment of neurologically impaired children using patterning |author= American Academy of Pediatrics. Committee on Children with Disabilities |pmid=10545565 |url=http://pediatrics.aappublications.org/cgi/content/full/104/5/1149}}</ref>


===Parent Mediated Interventions===
===Parent Mediated Interventions===
Parent mediated interventions offer support and practical advice to parents of autistic children.<ref name="SIGN">{{cite paper |author= Scottish Intercollegiate Guidelines Network (SIGN) |date=2007 |title= Assessment, diagnosis and clinical interventions for children and young people with autism spectrum disorders |version= SIGN publication no. 98 |url=http://www.sign.ac.uk/pdf/sign98.pdf |accessdate=2007-09-01 |format=PDF}}</ref> Randomized and controlled studies suggest that parent training leads to reduced maternal depression, improved maternal knowledge of autism and communication style, and improved child communicative behavior.<ref>{{cite journal |journal= J Eval Clin Pract |date=2007 |volume=13 |issue=1 |pages=120–9 |title= Parent implemented early intervention for young children with autism spectrum disorder: a systematic review |author= McConachie H, Diggle T |doi=10.1111/j.1365-2753.2006.00674.x |pmid=17286734}}</ref> A 2006 [[randomized controlled trial]] (RCT) found that a 20-week parent education and behavior management (PEBM) program provided significant improvements in parental mental health and well-being, particularly for parents with preexisting mental health problems.<ref>{{cite journal |journal= J Am Acad Child Adolesc Psychiatry |date=2006 |volume=45 |issue=5 |pages=561–9 |title= Effects on parental mental health of an education and skills training program for parents of young children with autism: a randomized controlled trial |author= Tonge B, Brereton A, Kiomall M, Mackinnon A, King N, Rinehart N |doi=10.1097/01.chi.0000205701.48324.26 |pmid=16670650}}</ref>
* Parent mediated interventions offer support and practical advice to parents of autistic children.<ref name="SIGN">{{cite paper |author= Scottish Intercollegiate Guidelines Network (SIGN) |date=2007 |title= Assessment, diagnosis and clinical interventions for children and young people with autism spectrum disorders |version= SIGN publication no. 98 |url=http://www.sign.ac.uk/pdf/sign98.pdf |accessdate=2007-09-01 |format=PDF}}</ref>  
* Randomized and controlled studies suggest that parent training leads to reduced maternal depression, improved maternal knowledge of autism and communication style, and improved child communicative behavior.<ref>{{cite journal |journal= J Eval Clin Pract |date=2007 |volume=13 |issue=1 |pages=120–9 |title= Parent implemented early intervention for young children with autism spectrum disorder: a systematic review |author= McConachie H, Diggle T |doi=10.1111/j.1365-2753.2006.00674.x |pmid=17286734}}</ref>  


===Educational Interventions===
===Educational Interventions===
Educational interventions attempt to help children not only to learn academic subjects and gain traditional readiness skills, but also to communicate functionally and spontaneously, socialize with skills such as joint attention, gain cognitive skills such as symbolic play, reduce disruptive behavior, and generalize by applying learned skills to new situations. Several model programs have been developed, which in practice often overlap and share many features, including:<ref name="CCD" />
* Educational interventions attempt to help children not only to learn academic subjects and gain traditional readiness skills, but also to communicate functionally and spontaneously, socialize with skills such as joint attention, gain cognitive skills such as symbolic play, reduce disruptive behavior, and generalize by applying learned skills to new situations.  
*Early intervention that does not wait for a definitive diagnosis;
* Several model programs have been developed, which in practice often overlap and share many features, including:<ref name="CCD" />
*Intense intervention, at least 25 hours/week, 12 months/year;
*Low student/teacher ratio;
*Family involvement, including training of parents;
*Interaction with [[neurotypical]] peers;
*Structure that includes predictable routine and clear physical boundaries to lessen distraction; and
*Ongoing measurement of a systematically planned intervention, resulting in adjustments as needed.


Several educational intervention methods are available, as discussed below. They can take place at home, at school, or at a center devoted to autism treatment. A 2007 study found that augmenting a center-based program with weekly home visits by a special education teacher improved cognitive development and behavior.<ref>{{cite journal |author=Rickards AL, Walstab JE, Wright-Rossi RA, Simpson J, Reddihough DS |title=A randomized, controlled trial of a home-based intervention program for children with autism and developmental delay |journal= J Dev Behav Pediatr |volume=28 |issue=4 |pages=308–16 |year=2007 |pmid=17700083 |doi=10.1097/DBP.0b013e318032792e}}</ref> Intensive, sustained special education programs and behavior therapy early in life can help children acquire self-care, social, and job skills;<ref name="CCD" /> claims that intervention by age two to three years is crucial<ref>{{cite journal |journal= Harv Mag |date=2008 |volume=110 |issue=3 |pages= 27–31, 89–91 |title= A spectrum of disorders |author= Pettus A |url=http://harvardmagazine.com/2008/01/a-spectrum-of-disorders.html}}</ref> are not substantiated.<ref>{{cite journal |author=Howlin P |title= Autism spectrum disorders |journal=Psychiatry |volume=5 |issue=9 |date=2006 |pages=320–4 |doi=10.1053/j.mppsy.2006.06.007}}</ref>
**Early intervention that does not wait for a definitive diagnosis
**Intense intervention, at least 25 hours/week, 12 months/year
**Low student/teacher ratio
**Family involvement, including training of parents
**Interaction with [[neurotypical]] peers
**Predictable routine structure and clear physical boundaries to lessen distraction
**Ongoing measurement of a systematically planned intervention


==References==
==References==

Revision as of 02:44, 2 April 2018

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Overview

There are multiple therapies for patients with autism to lessen associated deficits and family distress, and to improve quality of their lives. Available approaches include applied behavior analysis (ABA), developmental models, structured teaching, speech and language therapy, social skills therapy, and occupational therapy. Educational interventions have some effectiveness in children: intensive ABA treatment has demonstrated effectiveness in enhancing global functioning in preschool children and is well-established for improving intellectual performance of young children. The limited research on the effectiveness of adult residential programs shows mixed results.

Behavioral Therapy

  • There are multiple therapies for patients with autism to lessen associated deficits and family distress, and to improve quality of their lives.
  • Available approaches include applied behavior analysis (ABA), developmental models, structured teaching, speech and language therapy, social skills therapy, and occupational therapy.[1]
  • Educational interventions have some effectiveness in children: intensive ABA treatment has demonstrated effectiveness in enhancing global functioning in preschool children[2] and is well-established for improving intellectual performance of young children.[3]
  • The limited research on the effectiveness of adult residential programs shows mixed results.[4]

Applied Behavior Analysis

  • Applied behavior analysis (ABA) is one of the intensive behavioral interventions that focuses on behavior modification.
  • Principles of stimulus, response and reward are used to reinforce desirable behaviors and decrease undesirable behaviors.[5][1]
  • There is wide variation in the professional practice of behavior analysis and among the assessments and interventions used in school-based ABA programs.[6]

TEACCH/Structured Teaching method 

  • TEACCH uses structured teaching method to organize physical environments, predictably sequenced activities, visual schedules, visually structured activities, and structured tasks.[1]
  • TEACCH-based home program might be implemented at home.[7]

Relationship Development Intervention

  • Relationship Development Intervention (RDI) is a treatment program developed by Dr. Steven E. Gutstein.
  • RDI focuses primarily on building a general "dynamic intelligence" believed to improve social skills demonstrated in neurotypical children.
  • It motivates children by developing episodic memory.
  • RDI emphasizes declarative communication, and aims for an appropriate balance of verbal and nonverbal communication.

Floortime

  • Floortime is a treatment program developed by Stanley Greenspan.
  • Floortime focuses on improving attachment between the child with autism and the parent through play.
  • The parent is encouraged to follow the child's lead and joins with the child in his or her preferred activity.

Communication Interventions

  • Communication interventions are used to improve autistic behaviors, which include:
    • Communication improvement:
      • It is used for children who do not speak, or have little speech, or have difficulties in effective use of language.
      • It is conducted by speech and language therapists, and work on joint attention, communicative intent, and alternative or augmented communication methods such as visual methods.[8][9][10][11]
    • Social skills treatment
      • It is used to increase social and communicative skills of autistic individuals, addressing a core deficit of autism.
      • There are many approaches including modeling and reinforcement, adult and peer mediation strategies, peer tutoring, social games and stories, self-management, pivotal response therapy, video modeling, direct instruction, visual cuing, circle of friends, and social-skills groups.[12]

Therapy in Education

  • Teachers need to be aware of a student's disorder, and ideally should have specific training in autism education, so that they are able to help the student get the best out of his or her classroom experiences.
  • Visual schedules
    • Since some students learn more effectively with visual aids, many teachers create “visual schedules” for their autistic students. This allows students to concretely see what is going on throughout the day, so they know what to prepare for and what activity they will be doing next.
  • Working in pairs
    • Working in pairs may be beneficial to autistic children.
    • Peer interaction can help students with autism make friends, which in turn can help them cope with problems or understand the world around them.
  • A teacher's aide
    • A teacher's aide can also be useful to the student.
    • The aide is able to give more elaborate directions that the teacher may not have time to explain to the autistic child and can help the child to stay at an equivalent level to the rest of the class through the special one-on-one instruction.
  • There are many different techniques that teachers can use to assist their students. A teacher needs to become familiar with the child’s disorder to know what will work best with that particular child. Every child is going to be different and teachers have to be able to adjust with every one of them.

Prosthetics

  • Affective computing devices, typically with image or voice recognition capabilities, have been proposed to help autistic individuals improve their social communication skills.[13]

Neurofeedback

  • Neurofeedback has been hypothesized to improve focusing and decrease anxiety in individuals with ASD.[14]

Patterning

  • Patterning is a set of exercises that attempts to improve the organization of a child's neurologic impairments.
  • It has been used for decades to treat children with many unrelated neurologic disorders, including autism.
  • The therapy is based on oversimplified theories and is not supported by carefully designed research studies.[15]

Parent Mediated Interventions

  • Parent mediated interventions offer support and practical advice to parents of autistic children.[8]
  • Randomized and controlled studies suggest that parent training leads to reduced maternal depression, improved maternal knowledge of autism and communication style, and improved child communicative behavior.[16]

Educational Interventions

  • Educational interventions attempt to help children not only to learn academic subjects and gain traditional readiness skills, but also to communicate functionally and spontaneously, socialize with skills such as joint attention, gain cognitive skills such as symbolic play, reduce disruptive behavior, and generalize by applying learned skills to new situations.
  • Several model programs have been developed, which in practice often overlap and share many features, including:[1]
    • Early intervention that does not wait for a definitive diagnosis
    • Intense intervention, at least 25 hours/week, 12 months/year
    • Low student/teacher ratio
    • Family involvement, including training of parents
    • Interaction with neurotypical peers
    • Predictable routine structure and clear physical boundaries to lessen distraction
    • Ongoing measurement of a systematically planned intervention

References

  1. ↑ 1.0 1.1 1.2 1.3 Myers SM, Johnson CP, Council on Children with Disabilities (2007). "Management of children with autism spectrum disorders". Pediatrics. 120 (5): 1162–82. doi:10.1542/peds.2007-2362. PMID 17967921. Lay summary – AAP (2007-10-29).
  2. ↑ Eikeseth S (2008). "Outcome of comprehensive psycho-educational interventions for young children with autism". Res Dev Disabil. doi:10.1016/j.ridd.2008.02.003. PMID 18385012.
  3. ↑ Rogers SJ, Vismara LA (2008). "Evidence-based comprehensive treatments for early autism". J Clin Child Adolesc Psychol. 37 (1): 8–38. doi:10.1080/15374410701817808. PMID 18444052.
  4. ↑ Van Bourgondien ME, Reichle NC, Schopler E (2003). "Effects of a model treatment approach on adults with autism". J Autism Dev Disord. 33 (2): 131–40. doi:10.1023/A:1022931224934. PMID 12757352.
  5. ↑ Howard JS, Sparkman CR, Cohen HG, Green G, Stanislaw H (2005). "A comparison of intensive behavior analytic and eclectic treatments for young children with autism". Res Dev Disabil. 26 (4): 359–83. doi:10.1016/j.ridd.2004.09.005. PMID 15766629.
  6. ↑ Steege MW, Mace FC, Perry L, Longenecker H (2007). "Applied behavior analysis: beyond discrete trial teaching". Psychol Schools. 44 (1): 91–9. doi:10.1002/pits.20208.
  7. ↑ Ozonoff S, Cathcart K (1998). "Effectiveness of a home program intervention for young children with autism". J Autism Dev Disord. 28 (1): 25–32. doi:10.1023/A:1026006818310. PMID 9546299.
  8. ↑ 8.0 8.1 Template:Cite paper
  9. ↑ Weber W, Newmark S (2007). "Complementary and alternative medical therapies for attention-deficit/hyperactivity disorder and autism". Pediatr Clin North Am. 54 (6): 983–1006. doi:10.1016/j.pcl.2007.09.006. PMID 18061787.
  10. ↑ Kasari C, Freeman S, Paparella T (2006). "Joint attention and symbolic play in young children with autism: a randomized controlled intervention study". J Child Psychol Psychiatry. 47 (6): 611–20. doi:10.1111/j.1469-7610.2005.01567.x. PMID 16712638. Erratum. J Child Psychol Psychiatry 48 (5): 523. doi:10.1111/j.1469-7610.2007.01768.x
  11. ↑ Gulsrud AC, Kasari C, Freeman S, Paparella T (2007). "Children with autism's response to novel stimuli while participating in interventions targeting joint attention or symbolic play skills". Autism. 11 (6): 535–46. doi:10.1177/1362361307083255. PMID 17947289.
  12. ↑ Matson JL, Matson ML, Rivet TT (2007). "Social-skills treatments for children with autism spectrum disorders: an overview". Behav Modif. 31 (5): 682–707. doi:10.1177/0145445507301650. PMID 17699124.
  13. ↑ el Kaliouby R, Picard R, Baron-Cohen S (2006). "Affective computing and autism". Ann N Y Acad Sci. 1093: 228–48. doi:10.1196/annals.1382.016. PMID 17312261.
  14. ↑ Scolnick B (2005). "Effects of electroencephalogram biofeedback with Asperger's syndrome". Int J Rehabil Res. 28 (2): 159–63. PMID 15900187.
  15. ↑ American Academy of Pediatrics. Committee on Children with Disabilities (1999). "The treatment of neurologically impaired children using patterning". Pediatrics. 104 (5): 1149–51. PMID 10545565.
  16. ↑ McConachie H, Diggle T (2007). "Parent implemented early intervention for young children with autism spectrum disorder: a systematic review". J Eval Clin Pract. 13 (1): 120–9. doi:10.1111/j.1365-2753.2006.00674.x. PMID 17286734.

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