ASHA journals
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Personalizing interventions (Kasari et al., 2018)

Version 2 2019-10-16, 22:46
Version 1 2018-11-08, 22:12
posted on 2019-10-16, 22:46 authored by Connie Kasari, Alexandra Sturm, Wendy Shih
Purpose: This review article introduces research methods for personalization of intervention. Our goals are to review evidence-based practices for improving social communication impairment in children with autism spectrum disorder generally and then how these practices can be systematized in ways that personalize intervention, especially for children who respond slowly to an initial evidence-based practice.
Method: The narrative reflects on the current status of modular and targeted interventions on social communication outcomes in the field of autism research. Questions are introduced regarding personalization of interventions that can be addressed through research methods. These research methods include adaptive treatment designs and the Sequential Multiple Assignment Randomized Trial. Examples of empirical studies using research designs are presented to answer questions of personalization.
Conclusion: Bridging the gap between research studies and clinical practice can be advanced by research that attempts to answer questions pertinent to the broad heterogeneity in children with autism spectrum disorder, their response to interventions, and the fact that a single intervention is not effective for all children.

Publisher Note: This article is part of the Research Forum: Advances in Autism Research: From Learning Mechanisms to Novel Interventions.

Kasari, C., Sturm, A., & Shih, W. (2018). SMARTer approach to personalizing intervention for children with autism spectrum disorder. Journal of Speech, Language, and Hearing Research, 61(11), 2629–2640.


This article stems from the 2017 Research Symposium at ASHA Convention, which was supported by the National Institute on Deafness and Other Communication Disorders Award Number R13DC003383. Research was also supported by Award R01HD073975, awarded to Connie Kasari (funded by the National Institute of Child Health and Human Development and National Institute on Deafness and Other Communication Disorders).