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

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.

Implementation of Curriculum-Based Measurement (CBM) on Reading, Writing and Numeracy Skills for Autistic Children

“…Based on these results YZ subjects are faster in the event of numeracy skills. This development is consistent with the characteristics of autistic children who experience difficulties in aspects of communication and social interaction [59].…”

Behavioral Sleep Intervention for Adolescents with Autism Spectrum Disorder: a Pilot Study

“…By contrast, Niko and Peter required additional reinforcement contingencies to increase sleep-conducive behavior. Individuals with more severe intellectual disability may struggle to refrain from engaging in sleep-interfering behaviors that offer immediate reinforcement and may experience difficulty generating appropriate alternative responses (Ho, Stephenson, & Carter, 2015). Niko attempted to gain access to electronic devices as intervention began, only engaging in sleep facilitative behavior after access had been restricted.…”

Tablet Apps to Support First School Inclusion of Children With Autism Spectrum Disorders (ASD) in Mainstream Classrooms: A Pilot Study

“…The first approach, called Cognitive Behavioral Therapy [CBT; e.g., Applied Behavior Analysis - ABA, Reichow, 2012 ; Treatment and Education of Autistic and related Communication handicapped Children - TEACCH, Ospina et al, 2008 ( Ho et al, 2015 )], is skill-oriented and focuses on adaptive behaviors reinforced by rewards (for review: Ospina et al, 2008 ; Ho et al, 2015 ). This individualized program relies on a rigorous time and space structuring of learning through paper-based visual supports, and a close collaboration between the education staff and family members ( Panerai et al, 2002 ).…”

“…A main limitation of CBT studies as well as CRI studies is their weak power of ecological validity since they rely on work and evaluations both conducted on specialized environments (i.e., therapist’s office). Thus, transferring therapeutic learning in mainstream environments is rarely evaluated, or partially reported ( Ospina et al, 2008 ; Ho et al, 2015 ). Consequently, objective data remain lacking to determine whether these interventions can improve adaptive abilities and socio-cognitive functioning of children with ASD in daily life.…”