Evidence-Based Practices for Children, Youth, and Young Adults with Autism: Third Generation Review

Creative Commons License

Hume K., Steinbrenner J. R., Odom S. L., Morin K. L., Nowell S. W., Tomaszewski B., ...More

JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS, vol.51, no.11, pp.4013-4032, 2021 (SSCI) identifier identifier identifier

  • Publication Type: Article / Review
  • Volume: 51 Issue: 11
  • Publication Date: 2021
  • Doi Number: 10.1007/s10803-020-04844-2
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, ASSIA, PASCAL, BIOSIS, Child Development & Adolescent Studies, CINAHL, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), EMBASE, ERIC (Education Resources Information Center), Linguistics & Language Behavior Abstracts, MEDLINE, Psycinfo, Public Affairs Index
  • Page Numbers: pp.4013-4032
  • Keywords: Evidence-based practice, Focused intervention, Autism spectrum disorder, Children and youth
  • Anadolu University Affiliated: No


This systematic review describes a set of practices that have evidence of positive effects with autistic children and youth. This is the third iteration of a review of the intervention literature (Odom et al. in J Autism Dev Disorders 40(4):425-436, 2010a; Prevent School Fail 54(4):275-282, 2010b; Wong et al. in ; J Autism Dev Disorders 45(7):1951-1966, 2015), extending coverage to articles published between 1990 and 2017. A search initially yielded 31,779 articles, and the subsequent screening and evaluation process found 567 studies to include. Combined with the previous review, 972 articles were synthesized, from which the authors found 28 focused intervention practices that met the criteria for evidence-based practice (EBP). Former EBPs were recategorized and some manualized interventions were distinguished as meeting EBP criteria. The authors discuss implications for current practices and future research.