Video-based instruction with additional components (Mohanan et al., 2025)

Purpose: This systematic review assessed the impact of video-based instruction with additional intervention components on autistic children’s conversational skills.

Method: Single-subject multiple-baseline design studies from 2000 to 2022 were included. Studies were identified through searches of six databases, other sources, and forward and backward citation tracking. Two authors, independently, conducted screening, quality assessment, and data extraction using the What Works Clearinghouse standards. Results were analyzed using percentage of nonoverlapping data (PND), percentage of data exceeding the median (PEM), and percentage of all nonoverlapping data (PAND) and compared with baseline and intervention phase means.

Results: Seventeen studies were included, all conducted in a Western context, involving 47 autistic children. Interventions varied in type and additional components, duration, frequency, and number of sessions. PEM measures (0.7–1) and phase means were more sensitive in determining intervention effectiveness, while PND and PAND (0.3–0.5) suggested underestimation.

Conclusion: Despite positive outcomes, research gaps remain in examining treatment effects across diverse cultural contexts and determining optimal intervention intensity.

Registration: The review has been registered with PROSPERO (CRD42020212580).

Supplemental Material S1. Mean of baseline, intervention phase, and effect size measures.

Supplemental Material S2. PRISMA 2020 checklist.

Mohanan, R., Veena, K. D., Parsekar, S. S., Bellon-Harn, M. L., & Aithal, V. U. (2025). Effectiveness of video-based instruction with additional components to improve conversational skills in autistic children: A systematic review. American Journal of Speech-Language Pathology, 34(3), 1567–1584. https://doi.org/10.1044/2025_AJSLP-24-00301