Authors/ Country
|
Design
|
Participants
|
Intervention
|
Response percentage and duration of follow-up, theory and model used
|
Outcome measurement
|
Significant results
|
Study quality
|
Acaret al., 2016/ Turkey
|
PPI
|
N= 3 children
I: n =3
|
- I: mother-developed and delivered social stories and video, modeling in teaching social skills, sessions once a day in three consecutive days at the homes of each dyad
|
-100% response rate
- Immediate follow-up by observation
-No theoretical and model
|
- Social
Skills
|
- Interventions were effective in teaching social skills to children
|
Weak
|
Yoo et al., 2018/
Korea
|
PPI
|
N= 9 children
I: n =9
|
- I: preliminary pilot of a rhythm-mediated music therapy intervention measured changes in social skills. Each participant received a total of eight 30-minute individual sessions
|
-100% response rate
- Immediate follow-up by observation
- No theoretical and model
|
- Joint
engagement
|
- Greater engagement in joint action following the intervention
|
Weak
|
Stavrou et al., 2018/ USA
|
PPI
|
N= 7 children
I: n =7
|
- I: program was 12 weeks, at a frequency of 3 sessions per week of 40-45 minutes each time.
|
-100% response rate
- Immediate follow-up by observation
- No theoretical and model
|
-Communication and behavior skill
|
- Significant improvement in communication and behavior skill
|
Weak
|
Cardoso et al., 2010/
Brazil
|
cPPI
|
N= 16 children
I: n = 8
C: n = 8
|
- I: Once a week, specialized language therapy by a speech-language pathologist for a period of at least six month
|
-100% response rate
- Immediate follow-up by observation
- No theoretical and model
|
- Social cognitive profile and the Social-Communicative adaptation
|
- No significant statistical differences in the social cognitive profile between the two groups.
|
Weak
|
Choque Olsson et al., 2017/ Sweden
|
cPPI
|
N= 296 children
I: n = 150
C: n = 146
|
- I: Twelve sessions of manualized Social skills group training (“KONTAKT”) were delivered by regular clinical staff.
|
-71.95% response rate
- 3-month follow-up by self-report
- No theoretical and model
|
- Social Skills
|
- Significant statistical differences in the Social skills
|
Weak
|
Yuan &ShingIp
2018/ Hong Kong
|
cPPI
|
N= 72 children
I: n = 36
C: n = 36
|
- I: Developed a VR-enabled training program to examine its efficacy on emotional and social skills with six VR scenarios depicting the daily lives of typical children
|
-100% response rate
- Un-known follow-up by observation
- No theoretical and model
|
- Emotional and social skills
|
- Higher on emotion expression and social skill
|
Weak
|
Yoder & Stone
2006/ USA
|
RCT
|
N= 36 children
I: n = 19
C: n = 17
|
- I: three 20-min intervention sessions per week for 6 months.
|
-100% response rate
- Immediate follow-up by observation
- No theoretical and model
|
- Communication skills
|
- Significant statistical differences in the communication skills
|
Moderate
|
Adamset al.,
2012/ UK
|
RCT
|
N= 88 children
I: n = 59
C: n = 29
|
- I: Children in the social communication condition received up to 20 sessions of direct intervention from a specialist research speech and language therapist working with supervised assistants.
|
-96.6% response rate
- Immediate and 3-month follow-up by observation
- No theoretical model and
|
- Social Communication and speech therapy
|
- No significant treatment of structural language ability or for a measure of narrative ability.
- Significant treatment in
social communication
|
Moderate
|
Adibsereshkiet al., 2015/ Iran
|
cPPI
|
N= 24 children
I: n = 12
C: n = 12
|
- I: 3 times a week for 15 sessions of ToM training
|
-100% response rate
- Un-known follow-up by self- report
- Theory of Mind
|
- Social Skills
|
- Social skills in the experimental group were significantly more than the control group
|
Moderate
|
Waugh
and Peskin
2015/ Canada
|
RCT
|
N= 49 children
I1: n = 19
I1: n = 11
C: n = 19
|
- I: children were taught to identify and consider their peer’s mental states, while learning friendship-making skills and strategies, through the use of visual scaffolds in story format.
|
-95.9% response rate
- 3-month follow-up by observation
- Theory of Mind
|
- Social Skills
|
- Social skills in the experimental groups were significantly more than the control group
|
Moderate
|
Welterlin et al., 2012/ USA
|
PPI
|
N= 20 parent and children
I: n = 20
|
-Intervention including
treatment (Home teaching
Program) and 12 week
|
-100% response rate
- 4-month follow-up by
observation
- No theoretical and model
|
- Child and parent
behavior
|
- Robust support for improvement in child and parent behavior but not significant
|
Weak
|
Roberts et al., 2011/Australia
|
RCT
|
N= 85 children
I1: n = 28
I1: n = 28
C: n = 29
|
- I: an individualized home-based program (HB), a small group center-based program
for children combined with a parent training and support group (CB) had 12-month programs
|
-98.8% response rate
- 6-month follow-up by
observation
- No theoretical and model
|
-Social and communication
skill development
|
- Children in the CB and HB group improved significantly more in social and communication measures.
|
Moderate
|
Albasha et al., 2016/ USA
|
PPI
|
N= 9 children
I: n = 9
|
- I: each child attended one, 25-minute session per week for 8 weeks. The children were assigned to have their first 4 weeks with the dog and the next 4 with the human proxy, or vice versa.
|
-100% response rate
- 1-month follow-up by observation
- No theoretical and model
|
- Social initiation behaviors
|
- No significant effect on social initiation behaviors
|
Weak
|
Wright et al., 2016/ USA
|
RCT
|
N= 50 children
I: n = 25
C: n = 25
|
- I: The intervention was a goal-setting session followed by a annualized toolkit for creating Social Stories™
|
-100% response rate
- Un-known follow-up by self-report
- No theoretical and model
|
- Behavior and social skills
|
- High levels of completion rates and appeared to be capturing social and behavior skills targeted by the use of social stories.
|
Moderate
|
Wong
2013/ USA
|
RCT
|
N= 33 teacher and children
I1: n = 10
I2: n = 14
C: n = 9
|
-I: in three groups: (1) symbolic play then joint attention intervention, (2) joint attention then symbolic intervention, and (3) control group
- Teachers participated in eight weekly individualized 1-h sessions
|
-100% response rate
- Un-known follow-up by observation
- No theoretical and model
|
- Play and joint attention
|
- Implement an intervention to significantly by teachers
- Improve joint engagement significant increases in joint attention and symbolic play skills
|
Moderate
|
Vernon et al., 2019/ USA
|
RCT
|
N= 28 parent and children
I: n = 10
C: n = 9
|
- I: Treatment condition received 6 months (26 weeks) of the PRISM treatment model. They were allocated 10 h a week of intervention: 8 h of one-on-one clinician-implemented treatment and 2 h of parent education in the intervention strategies with the
child present
|
-82.1% response rate
- Un-known follow-up by observation
- Social Motivation model
|
- Social motivation
|
- Effect Pivotal response treatment for social motivation in children
|
Moderate
|
Wood et al., 2017/ Australia
|
PPI
|
N= 45 children
I: n = 45
|
- I: an average 20 hr. of intervention per week for 24 months is reported.
|
-71.1% response rate
- Un-known follow-up by observation
- No theoretical and model
|
- Expressive language, cognitive behavior skills
|
- Statistically significant increases in receptive and expressive language, cognitive, and adaptive behavior skills.
|
Weak
|
Woo and Leon
2013/ USA
|
RCT
|
N= 28 children
I: n = 15
C: n = 13
|
- I: received daily olfactory/tactile stimulation along with exercises that stimulated other paired sensory modalities
|
-100% response rate
- 6-month follow-up by observation
- No theoretical and model
|
- Environmental enrichment
|
- Significant gains in environmental enrichment
|
Moderate
|
Woo et al., 2015/ USA
|
RCT
|
N= 50 parent and children
I: n = 22
C: n = 28
|
- I: participants received either daily sensorimotor enrichment, administered by their parents, along with standard care
|
-100% response rate
- 6-month follow-up by observation
- No theoretical and model
|
-Environmental enrichment
|
- Significant gains in their IQ scores, a decline in their atypical sensory responses, and an improvement in their receptive language performance
|
Moderate
|
Willemin et al., 2018/ Germany
|
PPI
|
N= 14 children
I: n = 14
|
- I: social-emotional impact of eight one-hour sessions of a novel dyadic within-group drumming program called drumtastic at a four-week summer camp
|
-100% response rate
- 6-month follow-up by observation
- No theoretical and model
|
- Social emotion
|
- Children significantly higher on the posttest on Smiley-o-meter, and fun-o-meter
- Not elicit a statistically significant change in children's social and personal skills.
|
Weak
|
Alzrayer
et al. 2017/ USA
|
PPI
|
N= 4 children
I: n = 4
|
- I: An Apple iPad II1 with Proloquo2Go software was used for navigation and symbol
combination skills across three consecutive sessions
|
-100% response rate
- Immediate follow-up by observation
- No theoretical and model
|
- Communication skill
|
- Participants were successful to varying degrees in navigating across pages and combining symbols to request preferred items.
|
Weak
|
Andrews et al., 2013/ Australia
|
RCT
|
N= 58 children
I: n = 29
C: n = 29
|
- I: including greater use of visual content, including parents in the program, and experiential learning through role play
|
-98.3% response rate
- 3 month follow-up by observation
- No theoretical and model
|
- Affectionate communication and friendship skills
|
- Significantly greater improvements in the overall appropriateness of their affectionate behavior
|
Moderate
|
Wetherby and Woods 2006/ USA
|
PPI
|
N= 4 children
I: n = 4
|
- I: consisted of five research assistants-four certified as speech-language pathologists and one early childhood education specialist.
|
-100% response rate
- Immediate follow-up by observation
- No theoretical and model
|
- Social communication
|
- Significant improvement on 11 of 13 social communication measures
|
Weak
|
Herbrecht
Et al., 2009/ Germany
|
PPI
|
N= 17 children
I: n = 17
|
I: Treatment according to the annualized Frankfurt Social Skills Training (KONTAKT).
|
-100% response rate
- Un-known follow-up by observation
- No theoretical and model
|
- Social and communication skills
|
- Significant improvement on language skills and social skills
|
Weak
|
Beaudoin
et al., 2019/ Canada
|
RCT
|
N= 19 children
I: n = 9
C: n = 10
|
- I: Using a 12-week parent-mediated intervention
|
-100% response rate
- 3 month follow-up by observation
- No theoretical and model
|
- Improve parent-child
engagement and behavioral outcomes
|
- Improved toddlers’ motor skills and a trend toward improvement in social adaptive behaviors
- Improved parent-child engagement during the intervention
|
Moderate
|
Laugeson et al., 2014/ USA
|
RCT
|
N= 73 children
I: n = 40
C: n = 33
|
- I: Participants were assigned to the PEERSÒ treatment condition or an alternative social skills curriculum. Instruction was provided daily by classroom teachers and teacher aides for14-weeks.
|
-100% response rate
- Un-known follow-up by Self-report
- No theoretical and model
|
- Social skills
|
- Significant improvement in social skills knowledge and frequency of hosted and invited get-togethers with friends
|
Moderate
|
Guivarch
et al.,
2017/ France
|
PPI
|
N= 17 children
I: n = 17
|
- I: including strategy games, board games, and individual games that we transformed into cooperative games
|
-100% response rate
- 22 weeks follow-up by observation
- No theoretical and model
|
- Social skills
|
- A significant increase in overall adaptation
and social skills
|
Weak
|
Wichnick-Gilliset al., 2016/ USA
|
PPI
|
N= 3 children
I: n = 3
|
- I: During a given teaching session, printed scripts were superimposed upon the five teaching stimuli
|
-100% response rate
- Immediate follow-up by observation
- No theoretical and model
|
- Social interaction skills
|
- A significant increase in social interaction skills
|
Weak
|
Begeer
et al., 2011/ Netherlands
|
RCT
|
N= 36 children
I: n = 19
C: n = 17
|
- I: includes 16 weekly sessions of approximately 1, 5 h each, provided to 5 or 6 children simultaneously, with a mutual age difference that does not exceed 3 years.
|
-95.9% response rate
- Between 6 and 12 weeks later follow-up by self-report
- Theory of Mind
|
- Social behavior
|
- Self reported empathic skills orparent reported social behavior did not improve.
|
Moderate
|
Beaumont and Sofronoff
2008/ USA
|
RCT
|
N= 49 parent and children
I: n = 26
C: n = 23
|
- I: including Junior detective computer game. Group therapy sessions were conducted to facilitate participants’ generalization of computer game content and teach additional social and problem-solving skills
|
-100% response rate
- 22 weeks follow-up by observation
- No theoretical and model
|
- Social skills
|
- Greater improvements in social skills
- Significant improvements in social functioning
|
Moderate
|
Dekker et al., 2019/ Netherlands
|
RCT
|
N= 122 children
I1: n = 47
I2: n = 51
C: n = 24
|
- I: including 15-session social skills group training (SST) with and without parent and teacher involvement
|
-85.5% response rate
- Immediate and 6 month follow-up by observation
- No theoretical and model
|
- Social skills
|
- A significant increase in social interaction skills
|
Moderate
|
Wichnick
et al., 2010/ USA
|
PPI
|
N= 3 children
I: n = 3
|
- When teaching sessions began, voice-over-recording devices with pre-recorded scripts were added to seven of the 10 bags containing pairs of toys
|
-100% response rate
- Immediate follow-up by observation
- No theoretical and model
|
- Social interaction skills
|
- Effective The script-fading procedure was in increasing unscripted and novel initiations to peers
|
Weak
|
Alzrayer
2019
USA
|
PPI
|
N= 3 children
I: n = 3
|
- I: Use of systematic instruction on teaching multistep social. communication skills using an iPad® loaded with
Proloquo2Go™
|
-100% response rate
- Immediate follow-up by observation
- No theoretical and model
|
- Social Communication Skills
|
- The participants were successful in using the iPad® to perform a multistep sequence in requesting
- Able to acquire social communication
skills
|
Weak
|
Ichikawa
et al., 2013
Japan
|
RCT
|
N= 11 parent and children
I: n = 5
C: n = 6
|
- I: The program involved comprehensive group intervention and featured weekly 2-hour sessions, totaling 20 sessions over six months
|
-100% response rate
- Un-known follow-up by observation
- No theoretical and model
|
-Social skills
|
- The outcome measurements improved more in social skills
in program group
|
Moderate
|
White et al.,
2010/ USA
|
PPI
|
N= 15 children
I: n = 15
|
- I: Completed a 16-week outpatient group-based intervention.
|
-100% response rate
- 3 month follow-up
by observation
- Social learning theory
|
- Social skills
|
- Significant improvement based on social skills
|
Weak
|
Conner et al., 2018/ USA
|
PPI
|
N= 17 children
I: n = 17
|
- I: consists of a 16-week individual therapy
treatment targeting emotion regulation impairments
|
-100% response rate
- Un-known follow-up by self-report
- No theoretical and model
|
- Emotional
awareness and skills enhancement
|
- Significant improvement in emotion regulation impairments and related concerns.
|
Weak
|
Pfeiffer
et al., 2013/ USA
|
RCT
|
N= 37 parent and children
I: n = 20
C: n = 17
|
- I: receive individual sessions with an occupational therapy graduate student under the direct supervision of an experienced occupational therapist
|
-100% response rate
- Un-known follow-up by observation
- No theoretical and model
|
- Social responsiveness, sensory processing, functional motor skills, and social-emotional factors
|
- Significant positive changes in goal attainment scaling scores
- No other results were significant
|
Moderate
|
Bharathi et al., 2019/ India
|
cPPI
|
N= 52 children
I: n = 26
C:n= 26
|
- I: Each song was played using a CD player for 6 min. After playing the songs, the group was observed in silence for 10 min. Each session lasted for 35 min and three sessions were carried out in a week
|
-100% response rate
- 3 month follow-up by self-report
- No theoretical and model
|
- Social skills
|
- Significant increase in social skills’ scores
|
Moderate
|
Chiang et al.,2016/ Taiwan
|
cPPI
|
N= 34 parent and children
I: n = 18
C:n= 16
|
- I: The program consisted of 20 sessions, 60 min per session, twice a week, for the target child and his or her parent.
|
-100% response rate
- 3 month follow-up by observation
- Theory of Mind
|
- Joint
engagement
|
- Child-initiated supportive and coordinated joint engagement was greater for the intervention group
|
Weak
|
Whitehouse et al., 2017/ Australia
|
RCT
|
N= 80 parent and children
I: n = 39
C: n = 41
|
I: Therapy Outcomes By You (TOBY) is an app-based learning curriculum designed for children and parents as a complement to early behavioral intervention.
Therapy Outcomes By You (TOBY therapy) at least 20 min/day for a period of 6 months
|
-94% response rate
- 3 and 6 month follow-up by observation
- No theoretical and model
|
- Behavioral skill
|
- There was no group difference in scores on the primary outcome
- Significant improvements
in the TOBY intervention group relative to the treatment-as-usual group on three secondary outcomes
|
Strong
|
Gengouxet al., 2019/ USA
|
PPI
|
N= 22 parent and children
I: n = 22
|
- I: Primary caregiver participated in 12 weekly sessions of developmental reciprocity treatment parent training,
|
-100% response rate
- Un-known follow-up by observation
- No theoretical and model
|
-Developmental reciprocity treatment
|
- Improvement in aspects of parent empowerment and social quality of life.
- Improvement in core autism symptoms was observed on the social responsiveness
- No differences in sensory sensitivity were observed on the Short Sensory Profile.
|
Weak
|
Wetherby et al., 2014/ USA
|
RCT
|
N= 82 parent and children
I: n = 42
C: n = 40
|
- I: Training focused on teaching parents the importance of intensive intervention and how to support active engagement in natural environments.
|
-100% response rate
- 9 month follow-up
By observation
- No theoretical and model
|
- Social communication, autism symptom, adaptive
behavior
|
- Differential efficacy on a parent report measure of communication, daily living, and social skills, as they showed improvement or stability
|
Moderate
|
Radley et al., 2014/ USA
|
PPI
|
N= 3 children
I: n = 3
|
- I: Attended 10 social skills training sessions over five weeks, with social skills lessons targeting participation, conversation, perspective taking, and problem solving skills
|
-100% response rate
- Immediate follow-up by observation
- No theoretical and model
|
- Social skill
|
- Improvement in skill accuracy in both the training and generalization settings
|
Weak
|
Sansosti and Powell-Smith. 2008/ USA
|
PPI
|
N= 3 children
I: n = 3
|
- I: Using a multiple baseline across-participants design, computer-presented social stories and video models were implemented
|
-100% response rate
- 2 weeks follow-up by observation
- No theoretical and model
|
- Social
Communication Skills
|
- Treatment package was effective for improving the
rates of social communication
|
Weak
|
Begeer et al., 2015/ Netherlands
|
RCT
|
N= 101 children
I: n = 53
C: n = 48
|
- Use of The “Mini ToM intervention” is an annualized, weekly intervention for groups of five to six children, It involves eight sessions of approximately 1 hr.
|
-96% response rate
- 6 month follow-up by self- report
- Theory of Mind
|
- Emotion understanding, social skills and social behavior
|
- Positive effect on emotion understanding, conceptual social and autistic traits, but not on social behavior
|
Moderate
|
Katagiri
2002/ Japan
|
PPI
|
N= 12 children
I: n = 12
|
- I: consisted of the
teaching the selected emotion using verbal instructions alone, background music specially composed songs about the emotion
|
-100% response rate
- Un-known follow-up by observation
- No theoretical and model
|
- Emotional understanding
|
- Improved significantly in their emotion understanding
|
Weak
|
Solomon et al., 2007/ USA
|
PPI
|
N= 68 parent and children
I: n = 68
|
- Half-day (3-4 hour) visits to families’ homes to teach parents how to provide intensive, one-on-one, play-based services.
|
-100% response rate
- Un-known follow-up by observation
- DIR theory
|
- Functional emotional
|
- Significant increases in functional emotional
|
Weak
|
Baghdadli et al., 2013/ Franc
|
RCT
|
N= 14 children
I: n = 7
C: n = 7
|
- I: met weekly for 1 h and 30 min for a total of 20 sessions (6 months). It proposed explicit training in social skills using techniques such as video modeling, social scenarios, problem-solving exercises and role-play
|
-93% response rate
- 6 month follow-up by observation
- No theoretical and model
|
- Social skill
|
- Intervention group made fewer errors in labeling anger on adult faces
|
Strong
|
Becker et al., 2017/ USA
|
RCT
|
N= 31 children
I: n = 17
C: n = 14
|
- I: Provide 12 weeks of weekly treatment. In the experimental condition, participants’ interactions with the dogs varied based on the stage of the session and the sessions target skill.
|
-96% response rate
- 6 month follow-up by observation
- Theory of Mind
|
- Social
skills
|
- Significantly less symptomatic in intervention group
- No significant differences were observed in the Social Language Development Test
|
Moderate
|
Kasari et al., 2014/ Nigeria
|
RCT
|
N= 51 children
I: n = 30
C: n = 31
|
- I: consisted of 2 stages. In stage 1, all children received 2 sessions per week for 3 months. Stage 2 intervention was use of speech generating device
|
-90.2% response rate
- 3 and 6 month follow-up by observation
- No theoretical and model
|
-Communicative utterances
|
- Improvements in spontaneous communicative utterances and novel words outcomes
|
Strong
|
Brian et al., 2017/ Canada
|
RCT
|
N= 62 parent and children
I: n = 30
C: n = 32
|
- I: Social ABCs coaching by one of five coaches. During coaching, parents are supported to learn the techniques in the context of play. Intervention included 12 weeks of 1.5-hr home visits with tapering intensity. Home visits.
|
-90.2% response
- 12 and 24 weeks follow-up by self-report rate
- No theoretical and model
|
- Social orienting
|
- Significant increases in child smiling and social orienting.
- Significant gains in self-efficacy following the intervention
|
Strong
|
Enav et al., 2019/ Switzerland
|
RCT
|
N= 68 parent and children
I: n = 38
C: n = 30
|
- I: Workshops were conducted once per week for 90 min for
4 consecutive weeks.
|
-100% response rate
- 3 month follow-up by observation
- No theoretical and model
|
- Emotion regulation
|
- Reported decreased behavioral and emotional symptoms in their children, and greater parental self-efficacy.
|
Moderate
|
Drew et al., 2002/ UK
|
RCT
|
N= 12 parent and children
I: n = 12
C: n = 24
|
- I: Parents were visited at home by a speech and language therapist every 6 weeks for a 3-hour session. Table games were gradually increased to 15–20 minutes daily. Activities were designed to take between 30 and 60 minutes “set aside” time.
|
-100% response rate
- 12 month follow-up by observation
- No theoretical and model
|
- Development of joint attention skills and
joint action routines
|
- Progress in language
development
|
Moderate
|
Kasari et al., 2012/ USA
|
RCT
|
N= 60 children
I: n = 30
C: n = 30
|
- I: involved 12 sessions over 6 weeks
|
-98% response rate
- 3 month follow-up by observation
- No theoretical and model
|
- Social skills
|
- Significant improvements were found in social network salience, number of friendship nominations, teacher report of social skills in the classroom
|
Moderate
|
Howlin et al., 2007/ UK
|
RCT
|
N= 88 children and teacher
I1: n = 30
I2: n = 29
C: n = 29
|
-I: a 2-day workshop for teachers plus 6 half-day, school-based training sessions with expert consultants over 5 months
|
-94.3% response rate
- 1 and 5 month follow-up by observation
- No theoretical and model
|
- Communicative initiations
and reciprocal social interaction
|
- Significant in reciprocal social interaction
- No increases in frequency of speech, or improvements in language test scores.
|
Moderate
|
Lorenzo et al., 2019/ Spain
|
cPPI
|
N= 11 children
I: n = 6
C:n= 5
|
- I: the experimental group worked with different augmented reality activities such as a player who had to score a goal; playing with a cow. The intervention lasted for 20 weeks, in 15 min sessions twice a week
|
-100% response rate
- Un-known follow-up by observation
- No theoretical and model
|
- Social skills
|
- Significant in social skills
|
Weak
|
Didehbani et al., 2016/ USA
|
PPI
|
N= 30 children
I: n = 30
|
- I: completed 10, 1-h sessions across 5 weeks. It provided realistic and dynamic opportunities to engage in, practice, and attain immediate feedback on relevant and true-to-life social scenarios.
|
-100% response rate
- Two weeks follow-up by self- report
- No theoretical and model
|
- Emotion recognition, social attribution, attention and
executive function
|
- Improvements on measures of emotion recognition, social attribution, and executive function
|
Weak
|
Weiss et al., 2018/ Canada
|
RCT
|
N= 68 children
I: n = 35
C: n = 33
|
- I: including 10 sessions of manualized, individual tCBT. Employed a group-based spy-themed curriculum to address social skills and select computer games, use of the emotion education activities, use of code cards
|
-72% response rate
- Ten weeks follow-up by self- report
- No theoretical and model
|
- Emotion regulation
|
- Significant improvements on measures of emotion regulation
|
Moderate
|
Corbett
Et al., 2016/ USA
|
RCT
|
N= 30 children
I: n = 17
C: n = 13
|
- I: received the treatment first. The intervention was delivered over 10 4-h sessions.
|
-96% response rate
- 2 month follow-up by observation
- Theory of Mind
|
- Communication symptoms
|
- Significant improvements on measures of communication symptoms
|
Moderate
|
Bradshaw et al., 2017/ USA
|
PPI
|
N= 6 parent and children
I: n = 6
|
- I: consisted of weekly 1-h parent coaching sessions with a primary caregiver over a period of 12 consecutive weeks
|
-100% response rate
- Immediate follow-up by observation
- No theoretical and model
|
- Expressive communication
|
- The verbal communication improved as a consequence of the intervention
|
Weak
|
Mitchell et al., 2015/ USA
|
PPI
|
N= 20 children
I: n = 20
|
- I: the 6-week program. Each week, the children participated in multiple activities, including social skills groups, group discussions, skills and drills sessions, recreational activities, art and academic classroom time, and yoga
|
-100% response rate
- 6 weeks follow-up by observation
- No theoretical and model
|
- Daily behavior and social skills
|
- The daily behavior and social skills improved as a consequence of the intervention
|
Weak
|
Cotugno
2009/ USA
|
PPI
|
N= 18 children
I: n = 18
|
- I: 30 week social competence and social skills group intervention program with children
|
-100% response rate
- 6 weeks follow-up by observation
- No theoretical and model
|
- Anxiety management, joint attention, and flexibility/transitions
|
- Significant improvement in the areas of anxiety management, joint attention, and flexibility/transitions
|
Weak
|
DeRosieret al.,2011/ USA
|
RCT
|
N= 55 parent and children
I: n = 27
C: n = 28
|
- I: in fifteen 60-minute group sessions during consecutive weeks. Parents attended and participated in four of the sessions with their child.
|
-100% response rate
- 2 weeks follow-up by self- report
- No theoretical and model
|
- Social skills
|
- Significantly greater mastery of social skill
- Parents reported an improved sense of social self-efficacy
|
Moderate
|
Fteiha
2017/ United Arab Emirates
|
RCT
|
N= 12 parent and children
I1: n = 4
I2: n = 4
C: n = 4
|
- Group 1: applied to each child separately using CompuThera Program.
- Group 2: applied to each
child separately using Language Master
- Group 3: subjected to the ordinary program applied in the center using the traditional linguistic training.
|
-100% response rate
- Un-known follow-up by observation
- No theoretical and model
|
- Language skills
|
- Significant differences
greater gains in language scores than those in the control group
|
Moderate
|
Rollinset al., 2016/ USA
|
PPI
|
N= 4 parent and children
I: n = 4
|
- I: weekly home visits and worked with caregivers to establish and maintain face-to-face reciprocal social interaction and eye contact. Each session included a 10-min video of parent–child interaction
|
-100% response rate
- Immediate follow-up by self-report
- No theoretical and model
|
- Social interaction and eye contact
|
- The intervention was effective for the measures of eye contact, social engagement, and verbal reciprocity but not for nonverbal turn taking.
|
Weak
|
Hutchins and Prelock2013/ USA
|
PPI
|
N= 20 children
I: n = 20
|
- I: Using daily behavior stories and communication stories
|
-100% response rate
- 6 week follow-up by observation
- No theoretical and model
|
- Problem behaviors and communication
|
- The intervention was effective for Problem behaviors and communication
|
Weak
|
Hamdan et al., 2018/ Amman
|
cPPI
|
N= 26 children
I: n = 13
C: n = 13
|
- I: included 36 training session, 3 sessions a week, 35 minutes for each session.
|
-100% response rate
- Un-known follow-up by observation
- No theoretical and model
|
- Non-verbal communication skills and eye contact, imitation
|
- Significant difference on the non-verbal communication skills
- There are no differences in others fields
|
Weak
|
Drahota et al., 2011/ USA
|
RCT
|
N= 40 children
I: n = 17
C: n = 23
|
- I: therapists worked with children and families for 16 weekly sessions, each lasting 90 min (about 30 min with the child and 60 min with the parents/family)
|
-100% response rate
- 3 month follow-up by observation
- No theoretical and model
|
- Daily living skills
and related parental intrusiveness
|
- Parents reported increases in children’s total and personal daily living skills, and reduced involvement in their children’s private daily routines.
|
Moderate
|
Reitzel et al., 2013/ Canada
|
RCT
|
N= 26 parent and children
I: n = 14
C: n = 12
|
- Intervention including functional behavior skills training for four months or a control group who received their treatment as usual.
|
-57.7% response rate
- 2 month follow-up by observation
- No theoretical and model
|
- Functional skills and communication
|
- Improved on targeted functional skills and communication
|
Moderate
|
Scahill et al., 2016/ USA
|
RCT
|
N= 180 parent and children
I: n = 89
C: n = 91
|
- I: training included specific strategies to manage disruptive behavior over 11 to 13 sessions, 2 telephone boosters, and 2 home visits.
|
-96.6% response rate
- 24 weeks follow-up by observation
- No theoretical and model
|
- Daily living skills
|
- Improvement daily living skills
|
Moderate
|
Lopataet al., 2006/ USA
|
PPI
|
N= 21 children
I: n = 21
|
- I: conducted 5 days per week for
6 hours each day for 6 weeks. All participants received three identical core treatment components targeting social behaviors, including intensive social skills instruction, face-affect recognition, and interest expansion.
|
-100% response rate
- Un-known follow-up by observation
- No theoretical and model
|
- Social skills instruction
and social behaviors
|
- Significant improvement in social skills
- Significant improvement in
adaptability and reduction in unusual behavior
|
Weak
|
Kamps et al., 2015/ USA
|
RCT
|
N= 95 teacher and children
I: n = 56
C: n = 39
|
- I: consisted of games and age-appropriate table-top play activities (e.g., card games, popular board games).
|
-89.5% response rate
- Un-known follow-up by observation
- No theoretical and model
|
- Social and communication skills
|
- Significant more in social skills
- Significant growth for total communications
|
Moderate
|
Lim 2010/ USA
|
RCT
|
N= 50 children
I1: n = 18
I2: n = 18
C: n = 14
|
I1: music training watched a music video containing 6 songs and picturesof the 36 target words;
I2: speech training watched a speech video containing 6 stories and pictures
|
-89.5% response rate
- Un-known follow-up by observation
- No theoretical and model
|
- Language skills
|
- Significant increase in verbal production and functional speech.
|
Moderate
|
Edgerton
1994/ USA
|
PPI
|
N= 11 children
I: n = 11
|
- I: participated in individual improvisational music therapy sessions for a period of 10 weeks.
|
-100% response rate
- Un-known follow-up by observation
- No theoretical and model
|
- Communicative behaviors
|
- Improvisational music therapy in increasing autistic children’s communicative behaviors.
|
Weak
|
Schertz et al., 2018/ USA
|
RCT
|
N= 144 children
I: n = 73
C: n = 71
|
- I: in weekly 1-h home-based sessions for 32 weeks.
|
-100% response rate
- 6 month follow-up by observation
- No theoretical and model
|
- Social communication
|
- Significant improvement in social communication
|
Weak
|
Kaale et al.,
2012/ USA
|
RCT
|
N= 61 children
I: n = 34
C: n = 27
|
- I: 8 weeks of joint attention and intervention, in addition to their preschool programs
- C: 8 weeks of engagement and intervention, in addition to their preschool programs
|
-100% response rate
- 12 month follow-up by observation
- No theoretical and model
|
- Joint attention and joint engagement
|
- Significant improvement in Joint attention group
|
Moderate
|
O’Haire et al., 2014/ Australia
|
cPPI
|
N= 64 children
I: n = 37
C: n = 27
|
I: The Animal-Assisted
Activities program consisted of 8 weeks of animal exposure in the school classroom in addition to
16 20-minute animal-interaction sessions
|
-100% response rate
- 2 month follow-up by self-report
- No theoretical and model
|
- Social
functioning
|
- Significant improvements were identified in social functioning,
|
Weak
|
Frankel et al., 2010/ USA
|
RCT
|
N= 68 children
I: n = 35
C: n = 33
|
- I: Targeted skills included conversational skills, peer entry skills, developing friendship networks, good sportsmanship, good host behavior during play dates, and handling teasing
|
-100% response rate
- 3 month follow-up by observation
- No theoretical and model
|
- Social skills
|
- Significant improvement in social skills
|
Moderate
|
Sofronoff et al., 2015/ Australia
|
PPI
|
N= 79
I: n = 38 parent
and 41 children
|
- I: including social problem solving skills. Behavioral components include the application of relaxation strategies called “relaxation gadgets,” role-plays, and parental reinforcement by supplying session rewards.
|
-100% response rate
- 6 weeks follow-up by self-report
- No theoretical and model
|
- Social skills and
emotion management, self-efficacy, child
anxiety
|
- Significant improvements in child social skills, self-efficacy, child behavior, and child anxiety levels
|
Weak
|
Radley et al., 2016/ USA
|
PPI
|
N= 2 children
I: n = 2
|
- I: Participants attended a 1-h social skills group each week over the course of approximately
11 weeks.
|
-100% response rate
- 6 weeks follow-up by observation
- No theoretical and model
|
- Social skills
|
- Improvements in social skills and social function
|
Weak
|
Kim et al., 2008/ Korea
|
RCT
|
N= 15 children
I: n = 8
C: n = 7
|
- I: music therapy and play sessions with Toys.
|
-100% response rate
- 3 months follow-up by observation
- No theoretical and model
|
- Joint attention behaviors and non-verbal social communication
skills
|
- Effective at facilitating joint attention behaviors and non-verbal social communication skills
|
Moderate
|
Schertz
et al., 2013/ USA
|
RCT
|
N= 23parent and children
I: n = 11
C: n = 12
|
- I: conducted weekly home-based intervention sessions with parents in their homes.
|
-100% response rate
- Immediate follow-up by observation
- No theoretical and model
|
- Joint attention
|
- Significant improvement in joint attention
|
Moderate
|
Sansosti and
Powell-Smith 2006/ USA
|
PPI
|
N= 3 children
I: n = 3
|
- I: social stories were implemented, and conducted three times per week
|
-100% response rate
- Immediatefollow-up by observation
- No theoretical and model
|
- Social behavior
|
- Significant improvement in social behavior
|
Weak
|
Schreibman and Stahmer
2014/ USA
|
RCT
|
N= 39 children
I: n = 19
C: n = 20
|
- I: Communication
(e.g., communication temptations), require a response from the child, and use direct reinforcement
|
-100% response
- 3 months follow-up by observation rate
- No theoretical and model
|
- Language skills
|
- Increases in language skills
|
Moderate
|
Mpella et al., 2019/ USA
|
PPI
|
N= 6 children
I: n = 6
|
- I: A theatrical play programme with the physical education regular school programme alongside. 16 educational sessions for eight weeks.
|
-100% response rate
- Immediate follow-up by observation
- No theoretical and model
|
- Social Skill
|
- Improvement in cooperation, attention, obedience, and empathy
|
Weak
|
Jonsson et al., 2019/ Sweden
|
RCT
|
N= 39 children
I: n = 19
C: n = 20
|
- I: an extended 24-week version of the social skills group training program KONTAKT with standard care.
|
-100% response rate
- 3 month follow-up by observation
- No theoretical and model
|
- Social skills
|
- Significant improvement in social skills
|
Moderate
|
Soorya et al., 2015/ USA
|
RCT
|
N= 69 children
I: n = 35
C: n = 34
|
- I: 12-session cognitive-behavioral intervention (CBI) for verbal
|
-49.3% response rate
- 3 month follow-up by observation
- Theory of Mind
|
- Social Cognitive Skills
|
- Significant improvements were found on social behavior
- No significant improvements were found on social cognitive outcomes
|
Strong
|
Koning et al., 2013/ Canada
|
RCT
|
N= 15 children
I: n = 7
C: n = 8
|
- I: 15 week CBT-based social skills intervention. During intervention, boys attended weekly 2 h long group sessions
|
-100% response rate
- 3 month follow-up by observation
- Cognitive behavior theory
|
- Social perception, peer interaction, and social knowledge
|
- Significant improvements were found on social perception, peer interaction, and social knowledge
|
Moderate
|
Kruck et al., 2017/ France
|
PPI
|
N= 15 children
I: n = 15
|
- I: 10 sessions of training programs with two therapists.
|
-100% response rate
- Un-known follow-up by observation
- No theoretical and model
|
- Social and emotional skills
|
- Significant improve in social and emotional skills following the training sessions
|
Weak
|
Parsons et al., 2019/ Australia
|
RCT
|
N= 60 children
I: n = 30
C: n = 30
|
- I: The Therapeutic Outcome By You (TOBY) application is
delivered using a tablet device and can be accessed via the
- Apple iTunes® store and received a 1-h training session from the researchers
|
-98.3% response rate
- 3 month follow-up by observation
- No theoretical and model
|
- Visual motor, imitation,
receptive language and social skills
|
- No significant between-group differences were recorded for visual motor, imitation, receptive language and social skills
|
Strong
|
Mohammadzaheri et al., 2014/
Iran
|
RCT
|
N= 30 children
I: n = 15
C: n = 15
|
- I: Treatment sessions were conducted twice weekly for 60 min per session over a 3 month period.
|
-100% response rate
- 3 month follow-up by observation
- No theoretical and model
|
- Communication skill
|
- Significant more effective in improving communication skill
|
Moderate
|
LaGasse
2015/ USA
|
PPI
|
N= 17 children
I: n = 17
|
- I: Children participated in ten 50-minute group sessions over a period of 5 weeks.
|
-100% response rate
- 3 weeks follow-up by observation
- No theoretical and model
|
- Joint
attention and
communication skill
|
- Significant between-group differences for joint attention
- No significant between-group differences for initiation of communication, response to communication skill
|
Weak
|
Locke et al., 2018/ USA
|
RCT
|
N= 31 children
I: n = 14
C: n = 17
|
- I: School personnel were trained in during the child’s lunch recess (approximately 30–45 min) for 12 sessions over 6 weeks
|
-100% response rate
- 6 weeks follow-up by self-report
- No theoretical and model
|
- Social engagement
|
- Significantly higher social network inclusion and received more friendship nominations than children
- Children in both groups experienced reduced solitary engagement and increased joint engagement
|
Moderate
|