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Permanent link (DOI): https://doi.org/10.7939/R35D8NV14

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Interventions for Children with Autism Mediated by Someone Other Than a Highly Qualified Autism Professional: An Umbrella Review Open Access

Descriptions

Other title
Subject/Keyword
autism
intervention
non-specialist
Type of item
Thesis
Degree grantor
University of Alberta
Author or creator
Gange, Elizabeth
Supervisor and department
Smith, Veronica (Educational Psychology)
Examining committee member and department
Brown, Heather (Educational Psychology)
Buck, George (Educational Psychology)
Department
Department of Educational Psychology
Specialization
School and Clinical Child Psychology
Date accepted
2017-09-28T09:10:12Z
Graduation date
2017-11:Fall 2017
Degree
Master of Education
Degree level
Master's
Abstract
Aim: There has been a recent explosion in research, including systematic reviews, examining the effects of interventions for children with ASD. The present umbrella review collected, appraised, and summarized evidence from multiple systematic reviews of interventions for children with ASD mediated by someone other than a highly-qualified autism professional. Specifically, the clinical findings and methodological quality of these reviews is considered. Method: Systematic reviews were identified through comprehensive searches of 24 electronic databases from January 2006 to April 2016. Studies included were systematic reviews of interventions for children with ASD mediated by someone other than a highly-qualified autism professional. Two reviewers independently assessed study relevance and quality. Results: Sixteen systematic reviews of psychosocial interventions for children with ASD mediated by someone other than a highly-qualified autism professional were included. The interventions were divided into four categories: interventions mediated by parents, interventions mediated by siblings, interventions mediated by peers, and interventions mediated by other non-specialists. Overall, these interventions were related to positive outcomes for children with ASD. Reviews varied in terms of methodological quality but were generally of relatively poor quality. Interpretation: These interventions were generally associated with positive outcomes for children with ASD. However, the low methodological quality of many of these reviews threatens the validity and reliability of these findings. This evidence should be considered tentative until it has been confirmed by additional high-quality systematic reviews.
Language
English
DOI
doi:10.7939/R35D8NV14
Rights
This thesis is made available by the University of Alberta Libraries with permission of the copyright owner solely for the purpose of private, scholarly or scientific research. This thesis, or any portion thereof, may not otherwise be copied or reproduced without the written consent of the copyright owner, except to the extent permitted by Canadian copyright law.
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