Meta-analyses of individual versus group interventions for pre-school children with autism spectrum disorder (ASD).

Unlabelled: There is little evidence regarding the effects of individual and group intervention for children with autism spectrum disorder (ASD) on important outcomes. We performed meta-analyses using a random effects model to investigate the effectiveness of the individual and group intervention studies and to compare the effectiveness of these two types if possible. The main analysis which excluded studies at a high risk of bias (Analysis I) included 14 randomised controlled trials targeting children with ASD≤6 years of age (594 children).

A systematic review and meta-analysis of comprehensive interventions for pre-school children with autism spectrum disorder (ASD).

Background: There has an increasing number of published trials on psychosocial intervention programmes for pre-school children with autism spectrum disorder (ASD). To achieve better quality of unbiased evidence for the effectiveness of ASD interventions, it is necessary to conduct a comprehensive review that covers studies with adequate quality standards, such as randomised controlled trials (RCTs), and different types of intervention In this study, we categorize interventions for ASD as behavioural, social-communication focused, and multimodal developmental based on Howlin's classification of early interventions for children with ASD. The aim of this study was to compare these three models and investigate the strengths and weaknesses of each type of intervention and to identify the approaches that contribute to a successful outcome for children with autism.

[Reliability and validity of the Japanese version of the Multidimensional School Anger Inventory].

This study developed the Japanese version of the Multidimensional School Anger Inventory (MSAI; Smith & Furlong, 1998). The MSAI was devised to assess anger in the school context from a multidimensional perspective, which includes Anger Experience (affective component), Cynical Attitude (cognitive component), Destructive Expression and Positive Coping (behavioral component). The responses of 3 443 students from elementary to high school, age 10 to 17 on the Japanese version of the MSAI were used in the analyses.