Scoping Review on Play-Based Interventions in Autism Spectrum Disorder

López-Nieto, Lucía; Compañ-Gabucio, Laura; Torres-Collado, Laura; García‐de‐la‐Hera, Manuela

doi:10.3390/children9091355

Cited by 8 publications

(2 citation statements)

References 58 publications

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“…Assessing the quality of the included papers in scoping reviews is not mandatory [ 32 , 33 , 34 , 35 ]. However, in accordance with the instructions provided in the Cochrane Handbook, we have included a quality assessment in our study that specifically identifies the possibility of bias in each study that we would review, and this could be considered a reflection of the overall quality of the studies [ 35 , 36 ]. Specifically, in Table 3 , we included factors such as limitations, funding sources, and declarations of interest.…”

Section: Methodsmentioning

confidence: 99%

Assessing the Impact of Bilingualism on the Linguistic Skills of Children with Autism Spectrum Disorder (ASD) in Greece: A Scoping Review

Papadopoulos,

Prentza,

Voniati

et al. 2024

Medicina

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(1) Background and Objectives: This review aims to identify the latest literature on the possible effect of bilingualism on the linguistic skills of children with autism spectrum disorder (ASD) residing in Greece. (2) Materials and Methods: The literature was searched in the databases of Scopus and PubMed by selecting articles and by reviewing four studies published in peer-reviewed journals. This Scoping Review is based on the standards of PRISMA recommendations for scoping reviews, while the PCC framework was used as a guide to construct clear and meaningful objectives and eligibility criteria. (3) Results: The publications included in the review addressed a variety of language-related skills, including morphology, the syntax–pragmatics interface, narrative ability, as well as both receptive and expressive language skills. (4) Conclusions: Three out of four studies provide evidence that bilingual ASD children are not disadvantaged compared to monolingual peers but rather enjoy some benefits, to a certain extent, due to bilingualism. However, the number of the reviewed studies as well as the limitations of the studies themselves render this conclusion tentative. Additionally, the findings set guidelines that speech therapists, educators, psychologists, and doctors in the Greek context need to follow when treating or educating bilingual children with ASD.

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Section: Methodsmentioning

confidence: 99%

Assessing the Impact of Bilingualism on the Linguistic Skills of Children with Autism Spectrum Disorder (ASD) in Greece: A Scoping Review

Papadopoulos,

Prentza,

Voniati

et al. 2024

Medicina

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“…Play is a substantial element of intervention, particularly with young children [ 21 ]. The general trend in early intervention is toward intervention in the precursors of communication and social interaction and language.…”

mentioning

confidence: 99%

Autism and Children: Diagnosis, Functional Profiles and Intervention

2023

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Parent-Mediated Play-Based Interventions to Improve Social Communication and Language Skills of Preschool Autistic Children: A Systematic Review and Meta-analysis

Deniz,

Francis,

Torgerson

et al. 2024

Rev J Autism Dev Disord

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Play-based interventions are gaining popularity amongst autistic children. Parents are uniquely placed to deliver these interventions as they are most familiar with their child’s strengths and challenges. Accordingly, reporting the effectiveness of play-based interventions and/or parent-delivered or mediated early-year interventions have been popular topics in the literature in the last decade. Despite this, little is known about the efficacy of parent-mediated play-based interventions on the developmental outcomes of autistic children. To close this gap in knowledge, we conducted a systematic review and meta-analysis of randomised controlled trials and quasi-experiments focusing on social communication skills, language skills, and autistic characteristics of preschool autistic children (0–6-year-old) in non-educational settings. Overall, 26 studies met the inclusion criteria 21 of which were included in the synthesis. Of the included studies, 20 studies reported social communication skills, 15 studies reported language skills, and 12 studies reported autistic characteristics. Pooling effect sizes across the included studies showed that parent-mediated play-based interventions were effective on social communication (d = .63) and language skills (d = .40) as well as autistic characteristics (d = − .19) of preschool autistic children. Our findings suggest that parent-mediated play-based interventions hold promise for improving social functioning and related autistic characteristics for preschool autistic children.

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Scoping Review on Play-Based Interventions in Autism Spectrum Disorder

Cited by 8 publications

References 58 publications

Assessing the Impact of Bilingualism on the Linguistic Skills of Children with Autism Spectrum Disorder (ASD) in Greece: A Scoping Review

Assessing the Impact of Bilingualism on the Linguistic Skills of Children with Autism Spectrum Disorder (ASD) in Greece: A Scoping Review

Autism and Children: Diagnosis, Functional Profiles and Intervention

Parent-Mediated Play-Based Interventions to Improve Social Communication and Language Skills of Preschool Autistic Children: A Systematic Review and Meta-analysis

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