Family-Mediated Interventions When Teaching Daily Living Skills to Autistic Individuals: A Systematic Review
摘要
The purpose of this systematic review was to synthesize the literature published between 2012 and 2024 and focused on family-mediated interventions used to teach daily living skills (DLS) to autistic individuals in grades pre-K–12. Seventeen studies published between 2015 and 2023 met the inclusion criteria for this study. We synthesized the characteristics of these studies for features such as participant and intervention characteristics and others. We also examined the methodological rigor of studies. The findings suggest family-mediated DLS interventions can be effective in improving the acquisition of DLS among autistic individuals. Based on the review of methodological rigor, 15 of the 17 studies had strong or adequate evidence.