Supplement B. Excluded Studies and Non-Obtained Studies



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275. Holden EW. The treatment of self-injurious behavior in profoundly retarded autistic children. 30 th Annual Meeting of the Southeastern Psychological Association; New Orleans, LA.; 1984.

276. Hoppe SE. The effects of computer-assisted instruction on communicative interactions and disruptive behavior for individuals with autism. Dissert Abst Int A: Humanities and Social Sciences 2003;64(3-A):796.

277. Horner RH, Budd CM. Acquisition of manual sign use: collateral reduction of maladaptive behavior, and factors limiting generalization. Educ Training Ment Retard 1985;20(1):39-47.

278. Horr AC. Effects of prompting and fading procedures to establish following the line of regard in a child with autism [dissertation]. Denton (TX): University of North Texas; 2004.

279. Houston F. Combined interventions: using social skills training and peer-mediated interventions in an integrated group setting to facilitate the development of social skills in students with autism [dissertation]. Dissert Abst Int 1999;60(3B):1330.

280. Huang C. Scaffolding sight vocabulary acquisition for children with autism using computer-assisted instruction. Dissert Abst Int A: Humanities and Social Sciences 2004;(65):1330-A.

281. Huff JL. The role of sibling support groups on siblings' self-concept and knowledge of autism spectrum disorders. Lawrence (KS): University of Kansas; 2006.

282. Hughes H, Davis R. Treatment of aggressive behavior: the effect of EMG response discrimination biofeedback training. J Autism Dev Disord 1980;10(2):193-202.

283. Hughes V, Wolery MR, Neel RS. Teacher verbalizations and task performance with autistic children. J Autism Dev Disord 1983;13(3):305-16.

284. Hume K, Bellini S, Pratt C. The usage and perceived outcomes of early intervention and early childhood programs for young children with autism spectrum disorder. Top Early Child Spec 2005;25(4):195-207.

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286. Hungelmann AM. An analysis of teacch-based home programming for young children with autism [dissertation]. Salt Lake City (UT): University of Utah; 2000.

287. Hupp SDA, Reitman D. Parent-assisted modification of pivotal social skills for a child diagnosed with PDD: a clinical replication . J Pos Behav Interv 2000;2(3):183-7.

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290. Hwang B. The effects of social interactive training on early social-communicative skills of preschool children with autism [dissertation]. Nashville (TN): Vanderbilt University; 1998.

291. Hwang B, Hughes C. Effects of social interactive strategies on early social-communicative skills of a preschool child with developmental disabilities. Educ Training Ment Retard Dev Disabil 1995;30(4):336-49.

292. Hwang B, Hughes C. Increasing early social-communicative skills of preverbal preschool children with autism through social interactive training. J Assoc Pers Severe Hand 2000;25(1):18-28.

293. Ihrig K, Wolchik SA. Peer versus adult models and autistic children's learning: acquisition, generalization, and maintenance. J Autism Dev Disord 1988;18(1):67-79.

294. Ingenmey R, Van Houten R. Using time delay to promote spontaneous speech in an autistic child. J Appl Behav Anal 1991;24(3):591-6.

295. Ingersoll B, Dvortcsak A, Whalen C, et al. The effects of a developmental, social-pragmatic language intervention on rate of expressive language production in young children with autistic spectrum disorders. Focus Autism Other Dev Disabil 2005;20(4):213-22.

296. Ingersoll B, Schreibman L, Tran QH. Effect of sensory feedback on immediate object imitation in children with autism. J Autism Dev Disord 2003;33(6):673-83.

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298. Ingvarsson ET. The effects of non-differential reinforcement and differential reinforcement on problem behaviors and accuracy of responding of autistic children [dissertation]. Denton (TX): University of North Texas; 2002.

299. Isaacs JM. The effects of pet-facilitated therapy on the social and interactive behaviors of autistic children [dissertation]. Long Beach (CA): California State University; 1998.

300. Ivey ML, Heflin LJ, Alberto P. The use of social stories to promote independent behaviors in novel events for children with PDD-NOS. Focus Autism Other Dev Disabil 2004;19(3):164-76.

301. Jahr E. Teaching children with autism to answer novel wh-questions by utilizing a multiple exemplar strategy. Res Dev Disabil 2001;22(5):407-23.

302. Jahr E, Eldevik S, Eikeseth S. Teaching children with autism to initiate and sustain cooperative play. Res Dev Disabil 2000;21(2):151-69.

303. Jeffreys C. Using video modeling to teach complex play sequences to children with autism [dissertation]. Denton (TX): University of North Texas; 2005.

304. Jennett HK. The effects of discrete trial instruction and mand training for teaching children with autism to make requests for items. Dissert Abst Int B: Sciences and Engineering 2005;66(1-B):556.

305. Jennische M. Alternative and augmentative communication routes used by a nonspeaking autistic boy. 5th Biennial Conference of the International Society for Augmentative and Alternative Communication; Anaheim, CA.; 1998.

306. Jensen CC, McConnachie G, Pierson T. Long-term multicomponent intervention to reduce severe problem behavior: a 63-month evaluation . J Pos Behav Interv 2001;3(4):225-36, 250.

307. Jensen V, Haycook T, Sinclair L, et al. Efficacy of applied behavior analysis in reducing maladaptive behavior in shool-aged children with autism: one-year outcome data for behavior reduction plans. J Dev Behav Pediatr 2003;24(5):393.

308. Jenson WR, Rovner L, Cameron S, et al. Reduction of self-injurious behavior in an autistic girl using a multifaceted treatment program. J Behav Ther Exp Psy 1985;16(1):77-80.

309. Johnson MR, Whitman TL, Barloon-Noble R. A home-based program for a preschool behaviorally disturbed child with parents as therapists. J Behav Ther Exp Psy 1978;9(1):65-70.

310. Johnston S, Nelson C, Evans J, et al. The use of visual supports in teaching young children with autism spectrum disorder to initiate interactions. AAC: Augment Altern Commun 2003;19(2):86-103.

311. Jones CM. Using the picture exchange communication system and time delay to enhance the spontaneous speech of children with autism. Dissert Abst Int B: Sciences and Engineering 2005;65(8-B):4270.

312. Jones EA. Joint attention intervention for children with autism. Dissert Abst Int B: Sciences and Engineering 2003;64(4-B):1904.

313. Jones EA, Carr EG, Feeley KM. Multiple effects of joint attention intervention for children with autism. Behav Modif 2006;30(6):782-834.

314. Jones FH. An extinction procedure for eliminating self-destructive behavior in a 9-year-old autistic girl. J Autism Child Schiz 1974;4(3):241-50.

315. Jones J G, Best JF. Movement of therapy in the treatment of autistic children: II Intellectual changes. Aust Occup Ther J 1975;22(1):15-29.

316. Josefi O, Ryan V. Non-directive play therapy for young children with autism: a case study. Clin Child Psychol Psychiatry 2004;9(4):533-51.

317. Kaiser AP, Hancock TB, Nietfeld JP. The effects of parent-implemented enhanced milieu teaching on the social communication of children who have autism. Early Educ Dev 2000;11(4):423-46.

318. Kamps D. A comparison of instructional arrangements for children with autism served in a public school setting. Educ Treat Child 1990;13(3):197-215.

319. Kamps D. Enhanced small group instruction using choral responding and student interaction for children with autism and developmental disabilities. Am J Ment Retard 1994;99(1):60-73.

320. Kamps DM, Barbetta PM, Leonard BR, et al. Classwide peer tutoring: an integration strategy to improve reading-skills and promote peer interactions among students with autism and general-education peers. J Appl Behav Anal 1994;27(1):49-61.

321. Kamps DM, Leonard BR, Vernon S, et al. Teaching social skills to students with autism to increase peer interactions in an integrated first-grade classroom. J Appl Behav Anal 1992;25(2):281-8.

322. Kamps DM, Potucek J, Lopez AG, et al. The use of peer networks across multiple settings to improve social interaction for students with autism. J Behav Educ 1997;7(3):335-57.

323. Kane A, Luiselli JK, Dearborn S, et al. Wearing a weighted vest as intervention for children with autism/pervasive developmental disorder: behavioral assessment of stereotypy and attention to task. Sci Rev Ment Health Pract 2004;3(2):19-24.

324. Kaplan RS, Steele AL. An analysis of music therapy program goals and outcomes for clients with diagnoses on the autism spectrum. J Music Ther 2005;42(1):2-19.

325. Karmali IAL. Reducing palilalia and echolalia by teaching the tact operant to young children with autism. Dissert Abst Int B: Sciences and Engineering 2000;61(6-B):3265.

326. Kashinath SP. Effects of enhancing the generalized use of teaching strategies by caregivers of children with autism. Dissert Abst Int B: Sciences and Engineering 2003;(63):5797-B.

327. Kay S, Harchik AE, Luiselli JK. Elimination of drooling by an adolescent student with autism attending public high school. J Pos Behav Interv 2006;8(1):24-8.

328. Kean JM. The development of social skills in autistic twins. New Zeal Med J 1975;81(534):204-7.

329. Keeling K, Myles BS, Gagnon E, et al. Using the power card strategy to teach sportsmanship skills to a child with autism. Focus Autism Other Dev Disabil 2003;18(2):105-11.

330. Keen D, Rodger S, Doussin K, et al. A pilot study of the effects of a social-pragmatic intervention on the communication and symbolic play of children with autism. Autism 2007;11(1):63-71.

331. Keen D, Sigafoos J, Woodyatt G. Replacing prelinguistic behaviors with functional communication. J Autism Dev Disord 2001;31(4):385-98.

332. Kenzer AL. A comparison of discrete trial instruction and fluency instruction on retention of academic tasks with young children with autism [dissertation]. Reno (NV): University of Nevada, Reno; 2004.

333. Kern L, Carberry N, Haidara C. Analysis and intervention with two topographies of challenging behavior exhibited by a young woman with autism. Res Dev Disabil 1997;18(4):275-87.

334. Kern L, Koegel RL, Dunlap G. The influence of vigorous versus mild exercise on autistic stereotyped behaviors. J Autism Dev Disord 1984;14(1):57-67.

335. Kern L, Marder TJ. A comparison of simultaneous and delayed reinforcement as treatments for food selectivity. J Appl Behav Anal 1996;29(2):243-6.

336. Kerr S, Cobb S. Asperger's syndrome interactive: development and use of virtual environments for social skills training. Cyberpsychol Behav 2005;8(4):330-1.

337. Keyworth PLW. The effects of social stories on the social interaction of students with autism [dissertation]. Iowa City (IA): University of Iowa; 2004.

338. Kim J. Effects of a parent's intervention to decrease stereotypic behavior and increase interactions using self-management treatment for students with autism in Korea [dissertation]. Salt Lake City (UT): Utah State University; 1996.

339. Kim U. The effects of milieu teaching procedures on the spoken language skills of children with autism [dissertation]. Austin (TX): The University of Texas; 2000.

340. Kinney EM, Vedora J, Stromer R. Computer-presented video models to teach generative spelling to a child with an autism spectrum disorder. J Pos Behav Interv 2003;5(1):22-9.

341. Kirchner TA. Do the communicative acts performed by children with autism in a classroom setting vary when peers with typical development are participating in the class? [dissertation]. Pittsburg (PA): Duquesne University; 2001.

342. Klecan-Aker JS, Gill C. Teaching language organization to a child with pervasive developmental disorder: a case study. Child Lang Teach Ther 2005;21(1):60-74.

343. Knapp VM. An analysis of the role of attention in a behavioral treatment of autism [dissertation]. Dissert Abst Int 2002;62(10B):4769.

344. Ko C. Teaching anger management to children with pervasive development disorders: the effect of computer-assisted instruction. Dissert Abst Int A: Humanities and Social Sciences 2003;63(7-A):2504.

345. Koegel LK, Camarata SM, Valdez-Menchaca M, et al. Setting generalization of question-asking by children with autism. Am J Ment Retard 1998;102(4):346-57.

346. Koegel LK, Carter CM, Koegel RL. Teaching children with autism self-initiations as a pivotal response. Top Lang Disord 2003;23(2):134-45.

347. Koegel LK, Koegel RL, Hurley C, et al. Improving social skills and disruptive behavior in children with autism through self-management. J Appl Behav Anal 1992;25(2):341-53.

348. Koegel LK, Koegel RL, Shoshan Y, et al. Pivotal response intervention II: preliminary long-term outcomes data. J Assoc Pers Severe Hand 1999;24(3):186-98.

349. Koegel LK, Stiebel D, Koegel RL. Reducing aggression in children with autism toward infant or toddler siblings. J Assoc Pers Severe Hand 1998;23(2):111-8.

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359. Koegel RL, Openden D, Koegel LK. A systematic desensitization paradigm to treat hypersensitivity to auditory stimuli in children with autism in family contexts. Res Pract Pers Sev Disabil 2004;29(2):122-34.

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377. Kroeger KA, Nelson WM III. A language programme to increase the verbal production of a child dually diagnosed with Down syndrome and autism. J Intell Disabil Res 2006;50(2):101-8.

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383. Lantz JF. Using video self-modeling to increase the prosocial behavior of children with autism and their siblings. Dissert Abst Int B: Sciences and Engineering 2005;66(2-B):1175.

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388. Laushey KM, Heflin LJ. Enhancing social skills of kindergarten children with autism through the training of multiple peers as tutors. J Autism Dev Disord 2000;30(3):183-93.

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397. Lerman DC, Swiezy N, Perkins-Parks S, et al. Skill acquisition in parents of children with developmental disabilities: interaction between skill type and instructional format. Res Dev Disabil 2000;21(3):183-96.

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Non-Obtained Studies (N = 30)

The following studies were not considered for the review due to limitations in our library and retrieval resources.




1. Adrien JL, Hemare E, Blanc R, et al. Study of the cognitive and socio-emotional development of severely autistic children: An evaluative and therapeutic approach [French]. Rev Quebec Psychol 1999;20(1):109-25.

2. Bebbington P, Surrey Oaklands NHS Trust. A pilot study into the effectiveness of social skills training on the social, communication and behavioural characteristics of 8, 9 and 10 year olds with asperger's syndrome: Is it possible to teach "playground skills" to children with asperger's syndrome? Surrey, UK: Surrey Oaklands NHS Trust, 2000.

3. Bettison S. The long-term effects of auditory training on children with autism. J Autism Dev Disord 1997;27(3):347-8.

4. Blanton RL. Sensory discrimination, generalization and language training of autistic children: final report. EnglishNashvile, TN: Vanderbilt University, 2001.

5. Brenn BM. Simultaneous communication and social interaction in the treatment of autism [dissertation]. Evanston (IL): Northwestern University; 1977.

6. Clark ML. Improving the social behavior of siblings of autistic children using a group problem solving approach. Child Fam Behav Ther 1989;11(1):19-33.

7. Da Silva PC, Eira C, Pombo J, et al. Clinical program for treatment of difficulties with relating and communicating, based on the DIR model . Analise Psicol 2003;21(1):31-9.

8. Egel AL, Shafer MS. The use of explicitly trained peers to facilitate the social behavior of autistic children: final report. EnglishCollege Park, (MD): Maryland University, 1983.

9. Fantuzzo JW, Smith CS. Programmed generalization of dress efficiency across settings for a severely disturbed, autistic child. Psychol Rep 1983;53(3):871-9.

10. Fernandes PT, Souza E. Terapia comportamental na síndrome de Asperger: um estudo exploratório [Portuguese]. Temas Desenvolv 2000;(50):19-23.

11. Finkel AS, Williams RL. A comparison of textual and echoic prompts on the acquisition of intraverbal behavior in a six-year-old boy with autism . Anal Verbal Behav 2001;18:61-70.

12. Goncalves Leitao L. Therapeutic relations: an exploratory study of psychoeducational riding and autism . Analise Psicol 2004;22(2):335-54.

13. Gray CA. Social stories and comic strip conversations with students with Asperger syndrome and high functioning autism. Schopler E, Mesibov GB, Kunce LJ, editors. Asperger's syndrome or high-functioning autism? New York: Plenum Press; 1998. p. 167-98.

14. Groden G, Dominque D, Chesnick M. Early intervention with autistic children: a case presentation with pre-program and follow-up data. Psychol Rep 1983;53:715-22.

15. Heimann M. On the effect of multimedia computer programs: gains made by children with autism in reading, motivation, and communication skills. Biennial Meeting of the Society for Research in Child Development; Boston, MA.; 1995.

16. Horowitz LT. Early intervention in autism (0-3)/ South Carolina services and how to access them. JSCMA 2006;102(8):282-4.

17. Kehrer HE. Behaviour therapy in childhood autism. Z Kinder- und Jug-Psych 1974;2(3):233-47.

18. Loncola JA, Craig-Unkefer L. Teaching social communication skills to young urban children with autism. Educ Training Dev Disabil 2005;40(3):243-63.

19. Mancil GR. Functional communication training: a review of the literature related to children with autism. Educ Training Dev Disabil 2006;41(3):213-24.

20. Munro J. Efficacy of speech and language therapy for particular speech sounds in children. Int J Lang Comm Dis 1998;33(Suppl):451-6.

21. Ozonoff S. Assessment and remediation of executive dysfunction in autism and Asperger syndrome. Schopler E, Mesibov GB, Kunce LJ, editors. Asperger's syndrome or high-functioning autism? New York: Plenum Press; 1998. p. 263-92.

22. Palmen A, de Josselin-de Jong K. Applied behavior analysis in the assessment and teaching of self-help skills in individuals with autism: a systematic procedure to assess prompt level. Proceedings of the 7th International Congress Autism Europe: Dreams guide life; Lisbon. FCG; 2004. p. 364-5.

23. Peck CA. Increasing opportunities for social control by children with autism and severe handicaps: effects on student behavior and perceived classroom climate. J Assoc Pers Severe Hand 1985;10(4):183-93.

24. Pioggia G, Igliozzi R, Ferro M, et al. An android for enhancing social skills and emotion recognition in people with autism. IEEE Trans Neural Syst Rehabil Eng 2005;13(4):507-15.

25. Probst P. Effects of group parent training on family interactions and adaptation in families with autistic children. Int J Psychol 2000;35(3-4):201.

26. Richard V, Goupil G. Implementation of the integrated play groups with PDD students [French]. Rev Quebec Psychol 2005;26(3):79-103.

27. Schmidt DC, Franklin R, Edwards JS. Reinforcement of autistic children's responses to music. Psychol Rep 1976;39(2):571-7.

28. Trepagnier CY, Sebrechts MM, Finkelmeyer A, et al. Virtual social environment for preschoolers with autism: preliminary data. Sharkey P, Brooks T, Cobb S 6th International conference: disability, virtual reality and associated technologies; ICDVRAT; Esbjerg, Denmark. University of Reading; 2006. p. 43-52.

29. Whorton DM. Classroom instructional programs with autistic children: group structures and tutoring models: final report. Washington, DC: Department of Education, 1986.

30. Yucel GMA, Cavkaytar A. The effectiveness of a parent education programme offered through distance education about independent autistic children education centre (IACEC). TOJDE 2007;8(1):23-32








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