SMARTer Approach to Personalizing Intervention for Children With Autism Spectrum Disorder Purpose This review article introduces research methods for personalization of intervention. Our goals are to review evidence-based practices for improving social communication impairment in children with autism spectrum disorder generally and then how these practices can be systematized in ways that personalize intervention, especially for children who respond slowly to ... Review Article
Review Article  |   November 08, 2018
SMARTer Approach to Personalizing Intervention for Children With Autism Spectrum Disorder
 
Author Affiliations & Notes
  • Connie Kasari
    Graduate School of Education, University of California, Los Angeles
  • Alexandra Sturm
    Department of Psychiatry, University of California, Los Angeles
  • Wendy Shih
    Department of Psychiatry, University of California, Los Angeles
  • Disclosure: The authors have declared that no competing interests existed at the time of publication.
    Disclosure: The authors have declared that no competing interests existed at the time of publication. ×
  • Publisher Note: This article is part of the Research Forum: Advances in Autism Research: From Learning Mechanisms to Novel Interventions.
    Publisher Note: This article is part of the Research Forum: Advances in Autism Research: From Learning Mechanisms to Novel Interventions.×
  • Correspondence to Connie Kasari: kasari@gseis.ucla.edu
  • Editor-in-Chief: Sean Redmond
    Editor-in-Chief: Sean Redmond×
  • Editor: Helen Tager-Flusberg
    Editor: Helen Tager-Flusberg×
Article Information
Special Populations / Autism Spectrum / Research Issues, Methods & Evidence-Based Practice / Language Disorders / Social Communication & Pragmatics Disorders / Research Forum: Advances in Autism Research: From Learning Mechanisms to Novel Interventions / Review Articles
Review Article   |   November 08, 2018
SMARTer Approach to Personalizing Intervention for Children With Autism Spectrum Disorder
Journal of Speech, Language, and Hearing Research, November 2018, Vol. 61, 2629-2640. doi:10.1044/2018_JSLHR-L-RSAUT-18-0029
History: Received January 30, 2018 , Revised August 12, 2018 , Accepted September 5, 2018
 
Journal of Speech, Language, and Hearing Research, November 2018, Vol. 61, 2629-2640. doi:10.1044/2018_JSLHR-L-RSAUT-18-0029
History: Received January 30, 2018; Revised August 12, 2018; Accepted September 5, 2018

Purpose This review article introduces research methods for personalization of intervention. Our goals are to review evidence-based practices for improving social communication impairment in children with autism spectrum disorder generally and then how these practices can be systematized in ways that personalize intervention, especially for children who respond slowly to an initial evidence-based practice.

Method The narrative reflects on the current status of modular and targeted interventions on social communication outcomes in the field of autism research. Questions are introduced regarding personalization of interventions that can be addressed through research methods. These research methods include adaptive treatment designs and the Sequential Multiple Assignment Randomized Trial. Examples of empirical studies using research designs are presented to answer questions of personalization.

Conclusion Bridging the gap between research studies and clinical practice can be advanced by research that attempts to answer questions pertinent to the broad heterogeneity in children with autism spectrum disorder, their response to interventions, and the fact that a single intervention is not effective for all children.

Presentation Video https://doi.org/10.23641/asha.7298021

Acknowledgments
This article stems from the 2017 Research Symposium at ASHA Convention, which was supported by the National Institute on Deafness and Other Communication Disorders Award Number R13DC003383. Research was also supported by Award R01HD073975, awarded to Connie Kasari (funded by the National Institute of Child Health and Human Development and National Institute on Deafness and Other Communication Disorders). The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institutes of Health.
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