The intervention does not produce significant immediate or follow-up gains on generalized social communication or standardized language measures¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Group assignment did not significantly predict SCU-NLS (p = 0.612 post; p = 0.460 follow-up) or PLS Expressive/Receptive raw scores (p = 0.056 and p = 0.150 post; p = 0.679 and p = 0.311 follow-up). → Hampton et al. 2020

Evidence¶

Hampton et al. 2020¶

Lauren H Hampton, Ann P Kaiser and Elizabeth A Fuller. (2020). Multi-component communication intervention for children with autism: A randomized controlled trial. Autism, 24(8), 2104–2116. https://doi.org/10.1177/1362361320934558

q3 · i? · causal · r2

Post-intervention regressions from the RCT controlling for autism severity and pretest. The article notes PLS expressive differences were significant at the 0.1 level, and that SGD utterances averaged less than one occurrence per sample, so SCU changes were primarily spoken language.

"On average, group assignment predicted increases in SCU-CCX (p = 0.076), SCU-NLS (p = 0.612), and PLS–Expressive/Receptive raw scores (p = 0.056 and p = 0.150, respectively), but these increases were not significant."

Discussion¶

Learner Variables¶

• Learning Disabilities and Developmental Differences — outcome: instruction changes it

Related Claims¶

• A brief multi-component communication intervention immediately improves initiated joint attention in preverbal preschoolers with autism — related
• Preschoolers with autism given a multi-component communication intervention used more social communicative utterances with their caregivers than comparison children 4 months after it ended, a small difference that was not significant immediately after intervention — related
• ROOTS effects on mathematics achievement were not detected on first-grade follow-up measures — related