- Recommendation ID
- Teacher-, parent- and peer-mediated psychosocial interventions in pre-school children with autism:-
Are comprehensive early interventions that combine multiple elements and are delivered by parents and teachers (for example, the Learning Experiences – an Alternative Program for Preschoolers and their Parents [LEAP] model) effective in managing the core symptoms of autism and coexisting difficulties (such as adaptive behaviour and developmental skills) in pre-school children?
- Any explanatory notes
- Why this is important:- Many children with autism are diagnosed in the pre-school period when service provision is advice and support to parents and professionals in nursery or early years educational settings. There is evidence from one moderate-sized trial that adequately supervised comprehensive programmes can help manage the core symptoms of autism and coexisting difficulties. However, the quality of the trial was low.
The research programme should be in 4 stages:
1. Develop a manualised programme suitable to UK public service settings (health services, early years education, and so on).
2. Test its feasibility and acceptability in pilot trials with blinded assessment of outcome.
3. Formally evaluate the outcomes on core symptoms of autism and coexisting difficulties in a large-scale trial, including health economic analysis.
4. Conduct a series of smaller trials to determine the elements, length and intensity required to ensure effectiveness of the programme, as well as longer-term outcomes.
Source guidance details
- Comes from guidance
- Autism spectrum disorder in under 19s: support and management
- Date issued
- August 2013
|Is this a recommendation for the use of a technology only in the context of research?||No|
|Is it a recommendation that suggests collection of data or the establishment of a register?||No|