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An integrated training approach for ameliorating repetitive behavior in children with autism spectrum disorder: A pilot study

This study examined the effect of a 10-week integrated intervention on communication and repetitive behavior in children with autism spectrum disorder (ASD). Eighteen participants (age 4-7 years) diagnosed with ASD were assigned to the intervention group (nine participants) or the passive control group. Changes in communication and repetitive behavior were assessed by the Chinese PsychoEducational Profile, 3rd edition (CPEP-3). After the intervention, group-by-time interaction effects on the improvement of characteristic motor behavior were observed (ղ2p=.689, p=.0001, 90% CI=.379 to .795). Post-hoc analyses showed that such improvement was better in the intervention group (ղ2=.889, p=.0004, 90% CI=.623 to .930) than the control group (ղ2=.498, p=.043, 90% CI=.050 to .693). On the other hand, a main effect of time was observed on the improvement of communication across both groups. Our findings suggest that this integrated intervention may provide a beneficial influence on repetitive behavior in children with ASD.