Supplement B. Excluded Studies and Non-Obtained Studies

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Excluded – Study design was not a Clinical Trial or an Observational Analytical Cohort Study (N = 785)
The following studies were excluded because the study design was not a clinical trial or an observational analytical cohort study (as defined by the review)

1. Accardo CM. Generalization of imitation skills among children with autism during the first 3 months of early intensive behavior treatment programs. Dissert Abst Int A: Humanities and Social Sciences 2004;65(6-A):2085.

2. Adams L, Gouvousis A, VanLue M, et al. Social story intervention: improving communication skills in a child with an autism spectrum disorder. Focus Autism Other Dev Disabil 2004;19(2):87-94.

3. Agosta E, Graetz JE, Mastropieri MA, et al. Teacher-researcher partnerships to improve social behavior through social stories. Interv Sch Clin 2004;39(5):276-87 .

4. Ahearn WH. Using simultaneous presentation to increase vegetable consumption in a mildly selective child with autism. J Appl Behav Anal 2003;36(3):361-5.

5. Aiken JM. The effects of long and short intertrial intervals on three autistic children's stereotypic behavior [dissertation]. Nashville (TN): Peabody College for Teachers of Vanderbilt University; 1982.

6. Aiken JM, Salzberg CL. The effects of a sensory extinction procedure on stereotypic sounds of two autistic children. J Autism Dev Disord 1984;14(3):291-9.

7. Akmanoglu N, Batu S. Teaching pointing to numerals to individuals with autism using simultaneous prompting. Educ Training Dev Disabil 2004;39(4):326-36.

8. Akmanoglu-Uludag N, Batu S. Teaching naming relatives to individuals with autism using simultaneous prompting. Educ Training Dev Disabil 2005;40(4):401-10 .

9. Albert BF. The effect of environmental "softness" upon the behaviors of autistic children. Dissert Abst Int B: Sciences and Engineering 2003;64(3-B):1546.

10. Alcantara PR. Effects of videotape instructional package on purchasing skills of children with autism. Except Children 1994;61(1):40-55.

11. Alonim H. The Mifne Method-ISRAEL: early intervention in the treatment of autism/PDD: a therapeutic programme for the nuclear family and their child. J Child Adolesc Ment Health 2004;16(1):39-43.

12. Amuso SA. The effect animal assisted therapy has on the spontaneous interaction of autistic and/or pervasively developmentally delayed children [dissertation]. New York (NY): Touro College; 2003.

13. Anderson AE. Augmentative communication and autism: a comparison of sign language and the picture exchange communication system. Dissert Abst Int 2002;62(9B):4269.

14. Anderson SR, Avery DL, DiPietro EK, et al. Intensive home-based early intervention with autistic children. Educ Treat Child 1987;10(4):352-66.

15. Ando H. Training autistic children to urinate in the toilet through operant conditioning techniques. J Autism Child Schiz 1977;7(2):151-63.

16. Angell SL. Using conjoint behavioral consultation with children who have autism: effectiveness, acceptability, and generalization of skills. Dissert Abst Int A: Humanities and Social Sciences 2006;66(7-A):2490.

17. Apple AL. A comparison of the use of constant time delay alone and constant time delay with instructive feedback to teach children with autism to discriminate stimuli by function, feature and class [dissertation]. Seattle (WA): University of Washington; 2005.

18. Apple AL, Billingsley F, Schwartz IS. Effects of video modeling alone and with self-management on compliment-giving behaviors of children with high-functioning ASD. J Pos Behav Interv 2005;7(1):33-46.

19. Arco L. Improving program outcome with process-based feedback. J Org Behav Managem 1997;17(1):37-64.

20. Arntzen E, Gilde K, Pedersen E. Generalized schedule following in a youth with autism. Scand J Behav Ther 1998;27(3):135-41.

21. Ault MJ, Wolery M, Gast DL, et al. Comparison of response prompting procedures in teaching numeral identification to autistic subjects. J Autism Dev Disord 1988;18(4):627-36.

22. Ayres AJ, Mailloux ZK. Possible pubertal effect on therapeutic gains in an autistic girl. Am J Occup Ther 1983;37(8):535-40.

23. Bailey SL, Pokrzywinski J, Bryant LE. Using water mist to reduce self-injurious and stereotypic behavior. Appl Res Ment Retard 1983;4(3):229-41.

24. Bainbridge N, Myles BS. The use of priming to introduce toilet training to a child with autism. Focus Autism Other Dev Disabil 1999;14(2):106-9.

25. Baker LJ, Milner Y. Sensory reinforcement with autistic children. Behav Psychother 1985;13(4):328-41.

26. Baker MJ. Incorporating children with autism's thematic ritualistic behaviors into games to increase social play interactions with siblings. Dissert Abst Int B: Sciences and Engineering 2000;60(12-B):6353.

27. Baker MJ. Incorporating the thematic ritualistic behaviors of children with autism into games: increasing social play interactions with siblings. J Pos Behav Interv 2000;2(2):66-84.

28. Barnes MA. The effects of "westpaw" on bilateral coordination in children with perceptual-motor deficits: a case study [dissertation]. New York (NY): Touro College; 1994.

29. Barnhill GP, Cook KT, Tebbenkamp K, et al. The effectiveness of social skills intervention targeting nonverbal communication for adolescents with asperger syndrome and related pervasive developmental delays. Focus Autism Other Dev Disabil 2002;17(2):112-8.

30. Barrera RD, Lobato-Barrera D, Sulzer-Azaroff B. A simultaneous treatment comparison of three expressive language training programs with a mute autistic child. J Autism Dev Disord 1980;10(1):21-37.

31. Barrera RD, Sulzer-Azaroff B. An alternating treatment comparison of oral and total communications training programs with echolalic autistic children. J Appl Behav Anal 1983;16(4):379-94.

32. Barry LM, Burlew SB. Using social stories to teach choice and play skills to children with autism. Focus Autism Other Dev Disabil 2004;19(1):45-51.

33. Barry TD, Klinger LG, Lee JM, et al. Examining the effectiveness of an outpatient clinic-based social skills group for high-functioning children with autism. J Autism Dev Disord 2003;33(6):685-701.

34. Bartels WM. Implementation of the Developmental, Individual-Differences, Relationship-Based (DIR) model in a preschool for children with autism spectrum disorders. Dissert Abst Int B: Sciences and Engineering 2004;65(5-B):2612.

35. Bartlett D, Ora JP, Brown E, et al. The effects of reinforcement on psychotic speech in a case of early infantile autism, age 12. J Behav Ther Exp Psy 1971;2(2):145-9.

36. Bartman S, Freeman N. Teaching language to a two-year-old with autism. J Devel Disabil 2003;10(1):47-53.

37. Bauminger N. The facilitation of social-emotional understanding and social interaction in high-functioning children with autism: intervention outcomes. J Autism Dev Disord 2002;32(4):283-98.

38. Beadle-Brown J, Murphy G, Wing L. The Camberwell cohort 25 years on: characteristics and changes in skills over time. J Appl Res Intellect 2006;19(4):317-29.

39. Bebko JM, Perry A, Bryson S. Multiple method validation study of facilitated communication: II individual differences and subgroup results. J Autism Dev Disord 1996;26(1):19-42.

40. Bedrosian J, Lasker J, Speidel K, et al. Enhancing the written narrative skills of an AAC student with autism: evidence-based research issues. Top Lang Disord 2003;23(4):305-24.

41. Beglinger L, Smith T. Concurrent validity of social subtype and IQ after early intensive behavioral intervention in children with autism: a preliminary investigation. J Autism Dev Disord 2005;35(3):295-303.

42. Beisler JM, Tsai LY. A pragmatic approach to increase expressive language skills in young autistic children. J Autism Dev Disord 1983;13(3):287-303.

43. Belcher TL. Behavioral treatment vs. behavioral control: a case study. J Dev Phys Disabil 1995;7(3):235-41.

44. Belchic JK, Harris SL. The use of multiple peer exemplars to enhance the generalization of lay skills to the siblings of children with autism. Child Fam Behav Ther 1994;16(2):1-25.

45. Bellini S, Akullian J, Hopf A. Increasing social engagement in young children with autism spectrum disorders using video self-modeling. School Psychol Rev 2007;36 (1):80-90.

46. Bellon ML, Ogletree BT, Harn WE. Repeated storybook reading as a language intervention for children with autism: a case study on the application of scaffolding. Focus Autism Other Dev Disabil 2000;15(1):52-8.

47. Ben-Arieh J. A comparative study of joint action routines (JAR) and discrete trial training (DTT) [dissertation]. Lawrence (KS): University of Kansas; 2003.

48. Ben-Itzchak E, Zachor DA. The effects of intellectual functioning and autism severity on outcome of early behavioral intervention for children with autism. Res Dev Disabil 2007;28 ( 3):287-303.

49. Ben-Tall A. Treatment of social-communicative behaviors associated with restricted repetitive interests in high-functioning adolescents with autism. Dissert Abst Int B: Sciences and Engineering 1999;59(10-B):5568.

50. Bentivegna S, Schwartz L, Deschner D. The use of art with an autistic child in residential care. Am J Art Ther 1983;22(2):51-6.

51. Berkowitz S. A comparison of two methods of prompting in training discrimination of communication book pictures by autistic students. J Autism Dev Disord 1990;20(2):255-62.

52. Berman CM. The effects of rate contingent consequences and charting on response rates for two children with autism [dissertation]. Denton (TX): University of North Texas; 2004.

53. Bernard-Opitz V, Sriram N, Sapuan S. Enhancing vocal imitations in children with autism using the IBM SpechViewer. Autism 1999;3(2):131-47.

54. Bigelow KM, Huynen KB, Lutzker JR. Using a changing criterion design to teach fire escape to a child with developmental disabilities. J Dev Phys Disabil 1993;5(2):121-8.

55. Biklen D, Morton MW, Saha SN, et al. "I amn not a utistivc on thje typ" ("I'm not autistic on the typewriter"). Disab Hand Soc 1991;6(3):161-80.

56. Bingham-Watts KL. Effects of a remote-controlled tactile prompt on the initiation skills of a child with autism [dissertation]. Denton (TX): University of North Texas; 1999.

57. Blank M, Milewski J. Applying psycholinguistic concepts to the treatment of an autistic child. Appl Psycholinguist 1981;2(1):65-84.

58. Blasco SP. Case study: art expression as a guide to music therapy. Am J Art Ther 1978;17(2):51-6.

59. Bledsoe R, Myles BS, Simpson RL. Use of a social story intervention to improve mealtime skills of an adolescent with Asperger syndrome. Autism 2003;7(3):289-95.

60. Blew PA, Schwartz IS, Luce SC. Teaching functional community skills to autistic children using nonhandicapped peer tutors. J Appl Behav Anal 1985;18(4):337-42.

61. Blindert HD, Hartridge CL, Gwadry FG. Case study: controlling self-injurious escape behaviors. Behav Intervent 1995;10(3):173-9.

62. Bock MA. Sorting laundry: categorization strategy application to an authentic learning activity by children with autism. Focus Autism Other Dev Disabil 1999;14(4):220-30.

63. Boettcher MA. Teaching social conversation skills to children with autism through self-management: an analysis of treatment gains and meaningful outcomes. Dissert Abst Int B: Sciences and Engineering 2004;65(6-B):3135.

64. Bomba C, O'Donnell L, Markowitz C, et al. Evaluating the impact of facilitated communication on the communicative competence of fourteen students with autism. J Autism Dev Disord 1996;26(1):43-58.

65. Born-Miller KL. The use of an errorless teaching procedure to teach children with autism for whom trial-and-error teaching has failed. Dissert Abst Int B: Sciences and Engineering 2002;63(4-B):2088.

66. Bosseler A, Massaro DW. Development and evaluation of a computer-animated tutor for vocabulary and language learning in children with autism. J Autism Dev Disord 2003;33(6):653-72.

67. Boulware GL. A comparison of simultaneous and most-to-least prompting procedures in teaching receptive identification of pictures to toddlers with autism [dissertation]. Seattle (WA): University of Washington; 2001.

68. Brady DO. The effects of simultaneous treatments for language acquisition in an autistic child [dissertation]. Norman (OK): The University of Oklahoma; 1975.

69. Brady MP, McEvoy MA, Wehby J, et al. Using peers as trainers to increase an autistic child's social interactions. Except Children 1987;34(3):213-9.

70. Braithwaite KL, Richdale AL. Functional communication training to replace challenging behaviors across two behavioral outcomes. Behav Intervent 2000;15(1):21-36.

71. Brawley ER, Harris FR, Allen KE, et al. Behavior modification of an autistic child. Behav Sci 1969;14(2):87-97.

72. Breen C. The training and generalization of social interaction during breaktime at two job sites in the natural environment. English, 1984.

73. Breen C, Haring T, Pitts-Conway V, et al. The training and generalization of social interaction during breaktime at two job sites in the natural environment. J Assoc Pers Severe Hand 1985;10(1):41-50.

74. Brightwell A. Childhood autism and the effect of an integrated preschool program. Dissert Abst Int 2003;63(11A):3850.

75. Brim D. Analysis of social referencing skills in children with autism [dissertation]. Dissert Abst Int 2003;63(9B):4401.

76. Brookman-Frazee L. Using parent/clinician partnerships in parent education programs for children with autism. J Pos Behav Interv 2004;6(4):195-213.

77. Brown JL. Script fading as a procedure for teaching unscripted language to children with autism. Dissert Abst Int B: Sciences and Engineering 2003;(64):1477-B.

78. Brown MC. Antecedent selection: the use of simplified speech versus typical speech in discrete trial teaching formats [dissertation]. Boca Raton (FL): Florida Atlantic University; 2001.

79. Brown RA, Pace ZS. Treatment of extreme negativism and autistic behavior in a 6 year old boy. Except Children 1969;36(2):115-22.

80. Brown WH, Ragland EU, Fox JJ. Effects of group socialization procedures on the social interactions of preschool children. Res Dev Disabil 1988;9(4):359-76.

81. Brownell MD. Musically adapted social stories to modify behaviors in students with autism: four case studies. J Music Ther 2002;39(2): 117-44.

82. Browning AD. Choice making: determining its effects on challenging behaviors and positive affect for a student with autism [dissertation]. Fullerton (CA): California State University, Fullerton; 2001.

83. Browning RM. Treatment effects of a total behavior modification program with five autistic children. Behav Res Ther 1971;9(4):319-27.

84. Bruinsma YEM. Increases in the joint attention behavior of eye gaze alternation to share enjoyment as a collateral effect of pivotal response treatment for three children with autism [dissertation]. Santa Barbara (CA): University of California, Santa Barbara; 2004.

85. Bryan LC, Gast DL. Teaching on-task and on-schedule behaviors to high-functioning children with autism via picture activity schedules. J Autism Dev Disord 2000;30(6):553-67.

86. Buch GA. Teaching parents and paraprofessionals how to provide behavioral intensive early intervention for children with autism and pervasive developmental disorder. Dissert Abst Int B: Sciences and Engineering 1996;56(9-B):5153.

87. Buckley SD, Newchok DK. Differential impact of response effort within a response chain on use of mands in a student with autism. Res Dev Disabil 2005;26(1):77-85.

88. Buckley SD, Strunck PG, Newchok DK. A comparison of two multicomponent procedures to increase food consumption. Behav Intervent 2005;20(2):139-46.

89. Buffington DM. Procedures for teaching appropriate gestural communication skills to children with autism. Dissert Abst Int B: Sciences and Engineering 1997;57(9-B):5900.

90. Buffington DM, Krantz PJ, McClannahan LE, et al. Procedures for teaching appropriate gestural communication skills to children with autism. J Autism Dev Disord 1998;28(6):535-45.

91. Buggey T. Video self-modeling applications with students with autism spectrum disorder in a small private school setting. Focus Autism Other Dev Disabil 2005;20(1):52-63.

92. Buggey T, Toombs K, Gardener P, et al. Training responding behaviors in students with autism: using videotaped self-modeling. J Pos Behav Interv 1999;1(4):205-14.

93. Burt DB, Fuller SP, Lewis KR. Competitive employment of adults with autism. J Autism Dev Disord 1991;21(2):237-42.

94. Cafiero JM. The effect of an augmentative communication intervention on the communication, behavior, and academic program of an adolescent with autism. Focus Autism Other Dev Disabil 2001;16(3):179-89.

95. Cafiero JM. Teaching parents of children with autism Picture Communication Symbols as a natural language to decrease levels of family stress. Dissert Abst Int A: Humanities and Social Sciences 1996;56(7-A):2636.

96. Cale SI. Context-based assessment and intervention for problem behavior in children with autism spectrum disorders. Dissert Abst Int B: Sciences and Engineering 2005;66(6-B):3399.

97. Callahan K, Rademacher JA. Using self-management strategies to increase the on-task behavior of a student with autism. J Pos Behav Interv 1999;1(2):117-22.

98. Camburn MM. Intensive behavioral treatment of pervasive developmental disorder-nos: a case study. Dissert Abst Int B: Sciences and Engineering 1995;56(2-B):1096.

99. Campbell RV, Lutzker JR. Using functional equivalence training to reduce severe challenging behavior: a case study. J Dev Phys Disabil 1993;5(3):203-16.

100. Cardaciotto LA, Herbert JD. Cognitive behavior therapy for social anxiety disorder in the context of asperger's syndrome: a single-subject report. Cogn Behav Pract 2004;11(1):75-81.

101. Carr D. Effects of exemplar training in exclusion responding on auditory-visual discrimination tasks with children with autism. J Appl Behav Anal 2003;36(4):507-24.

102. Carr EG, Binkoff JA, Kologinsky E, et al. Acquisition of sign language by autistic children I: expressive labelling. J Appl Behav Anal 1978;11(4):489-501.

103. Carr EG, Dores PA. Patterns of language acquisition following simultaneous communication with autistic children. Anal Interv Dev Disabil 1981;1(3-4):347-61.

104. Carr EG, Kemp DC. Functional equivalence of autistic leading and communicative pointing: analysis and treatment. J Autism Dev Disord 1989;19(4):561-78.

105. Carter CM. Using choice with interactive play to increase language skills in children with autism [dissertation]. Santa Barbara (CA): University of California; 2000.

106. Case-Smith J, Bryan T. The effects of occupational therapy with sensory integration emphasis on preschool-age children with autism. Am J Occup Ther 1999;53(5):489-97.

107. Casey LO. Development of communicative behavior in autistic children: a parent program using manual signs. J Autism Child Schiz 1978;8(1):45-59.

108. Charlop-Christy MH, Carpenter M, Le L, et al. Using the picture exchange communication system (PECS) with children with autism: assessment of PECS acquisition, speech, social-communicative behavior, and problem behavior. J Appl Behav Anal 2002;35(3):213-31.

109. Charlop-Christy MH, Carpenter MH. Modified incidental teaching sessions: a procedure for parents to increase spontaneous speech in their children with autism. J Pos Behav Interv 2000;2(2):98-112.

110. Charlop-Christy MH, Daneshvar S. Using video modeling to teach perspective taking to children with autism. J Pos Behav Interv 2003;5(1):12-21.

111. Charlop-Christy MH, Haymes LK. Using objects of obsession as token reinforcers for children with autism. J Autism Dev Disord 1998;28(3):189-98.

112. Charlop-Christy MH, Haymes LK. Using obsessions as reinforcers with and without mild reductive procedures to decrease inappropriate behaviors of children with autism. J Autism Dev Disord 1996;26(5):527-46.

113. Charlop-Christy MH, Kelso SE. Teaching children with autism conversational speech using a cue card/written script program. Educ Treat Child 2003;26(2):108-27.

114. Charlop-Christy MH, Le L, Freeman KA. A comparison of video modeling with in vivo modeling for teaching children with autism. J Autism Dev Disord 2000;30(6):537-52.

115. Charlop MH, Kurtz PF, Casey FG. Using aberrant behaviors as reinforcers for autistic children. J Appl Behav Anal 1990;23(2):163-81.

116. Charlop MH, Kurtz PF, Milstein JP. Too much reinforcement, too little behavior: assessing task interspersal procedures in conjunction with different reinforcement schedules with autistic children. J Appl Behav Anal 1992;25(4):795-808.

117. Charlop MH, Milstein JP. Teaching autistic children conversational speech using video modeling. J Appl Behav Anal 1989;22(3):275-85.

118. Charlop MH, Schreibman L, Thibodeau MG. Increasing spontaneous verbal responding in autistic children using a time delay procedure. J Appl Behav Anal 1985;18(2):155-66.

119. Charlop MH, Schreibman L, Tryon AS. Learning through observation: the effects of peer modeling on acquisition and generalization in autistic children. J Abnorm Child Psych 1983;11(3):355-66.

120. Charlop MH, Trasowech JE. Increasing autistic children's daily spontaneous speech. J Appl Behav Anal 1991;24(4):747-61.

121. Charlop MH, Walsh ME. Increasing autistic children's spontaneous verbalizations of affection: an assessment of time delay and peer modeling procedures. J Appl Behav Anal 1986;19(3):307-14.

122. Chiang I. Effects of a therapeutic recreation intervention within a technology-based physical activity context on the social interaction of male youth with autism spectrum disorders [dissertation]. Bloomington (IN): Indiana University; 2003.

123. Chin HY, Bernard-Opitz V. Teaching conversation skills to children with autism: effect on the development of a theory of mind. J Autism Dev Disord 2000;30(6):569-83.

124. Cicchino C, Monteleone V. The efficacy of sensory integration therapy on pre-school children with autism and its effects on verbalizations and engagement [dissertation]. New York (NY): Touro College; 2000.

125. Cicero FR, Pfadt A. Investigation of a reinforcement-based toilet training procedure for children with autism. Res Dev Disabil 2002;23(5):319-31.

126. Clark CP. The differential effects of simplified speech versus typical speech on response accuracy in discrete trial teaching formats with prekindergarten-age students with autism. Dissert Abst Int A: Humanities and Social Sciences 2000;(61):133A-4.

127. Clark K, Green G. Comparison of two procedures for teaching dictated-word/symbol relations to learners with autism. J Appl Behav Anal 2004;37(4):503-7.

128. Clarke JC, Thomason S. The use of an aversive smell to eliminate autistic self-stimulatory behavior. Child Fam Behav Ther 1983;5(3):51-67.

129. Clarke S, Dunlap G, Vaughn B. Family-centered, assessment-based intervention to improve behavior during an early morning routine. J Pos Behav Interv 1999;1(4):235-41.

130. Clauss EL. Effects of music on attention and self-stimulatory behaviors in autistic people [dissertation]. Hempstead (NY): Hofstra University; 1994.

131. Cochran KM. The use of prompting with students with autism in the general education setting [dissertation]. Fullerton (CA): California State University; 2005.

132. Coleman CL, Holmes PA. The use of noncontingent escape to reduce disruptive behaviors in children with speech delays. J Appl Behav Anal 1998;31(4):687-90 .

133. Coleman SL, Stedman JM. Use of a peer model in language training in an echolalic child. J Behav Ther Exp Psy 1974;5(3-4):275-9.

134. Collier D. A comparison of two models designed to teach autistic children a motor task [dissertation]. Montreal (QC): Mcgill University (Canada); 1985 .

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