It is widely reported that music can be beneficial to individuals with autism. This review was undertaken to determine the evidence base for the use of music as an intervention for children with autism. After searching relevant databases, 128 articles were identified of which 20 articles met the study's inclusion criteria. Composed songs and…

Autism is associated with difficulty interacting with others and an impaired ability to recognize facial expressions of emotion. Previous teaching programmes have not addressed weak central coherence. Emotion recognition training focused on components of facial expressions. The training was administered in small groups ranging from 4 to 7…

This study evaluated "The Transporters", an animated series designed to enhance emotion comprehension in children with autism spectrum conditions (ASC). n = 20 children with ASC (aged 4-7) watched "The Transporters" everyday for 4 weeks. Participants were tested before and after intervention on emotional vocabulary and emotion recognition at three…

This study evaluated the acquisition of incidental and observational information presented to 6 children with autism in a small group instructional arrangement using a constant time delay (CTD) procedure. A multiple probe design across behaviors, replicated across 6 participants, was used to evaluate the effectiveness of the CTD procedure and to…

This study compared the effects of circumscribed interests (CI) to less preferred (LP) tangible stimuli on the social behaviors of three children with autism spectrum disorders (ASD). Based on single subject design methodology, the CI experimental sessions resulted in longer durations of target-child initiated social interactions in comparison to…

The purpose of the study described was to evaluate the effectiveness of a cognitive behavioural intervention for anger management with children diagnosed with Asperger syndrome. Forty-five children and their parents were randomly assigned to either intervention or wait-list control conditions. Children in the intervention participated in six 2-h…

Four nonverbal autistic boys (ages 11-16) were successfully taught sign language action-object phrases following an intervention composed of prompting, fading, stimulus rotation, and differential reinforcement. The skill generalized to new situations. (Author/DB)

The study compared the effectiveness of a peer model and an adult model in teaching an expressive language task to four autistic boys (ages 7-10). Results indicated that all children learned from both models and few consistent differences occurred across the two conditions. Generalization and maintenance was also consistently high in both…