A narrative review comparing auditory, visual, and multimodal interventions for autism spectrum disorder

This review evaluates and compares auditory, visual, and multimodal interventions for children and adolescents with Autism Spectrum Disorder (ASD) to examine how different cueing modalities influence communication, learning, and functional outcomes. Empirical intervention studies and relevant theoretical literature were identified through searches of PubMed, PsycINFO, ERIC, and Scopus. Eligible studies examined auditory, visual, or multimodal interventions in children and adolescents with ASD. Data were extracted into structured tables and narratively synthesised according to intervention modality and functional outcomes. Across the included studies, sample sizes ranged from 2 to 30 participants and interventions targeted communication, speech production, language, classroom participation, social interaction, learning, and motor skills. Auditory interventions improved speech perception in noise, classroom listening, and gross motor performance. Visual interventions consistently enhanced functional communication, behavioural regulation, classroom engagement, and reading comprehension. Multimodal interventions demonstrated broader improvements in speech production, vocal requesting, social perception, joint attention, and communication by combining auditory, visual, and motor cues. Overall, the evidence suggests that different cueing modalities support different functional outcomes rather than one modality being consistently superior. There is no single superior modality; the findings suggest that intervention selection should be guided by the individual’s needs and the functional demands of the task. Multimodal approaches appear particularly promising for complex communication and learning outcomes, while strengthening foundational auditory and visual skills may further support intervention effectiveness.