The Effects of Social Skill Interventions for Adolescents with Autism: A Meta-Analysis

Autor/inn/en	Babb, Salena; Raulston, Tracy J.; McNaughton, David; Lee, Joo-Young; Weintraub, Rachel
Titel	The Effects of Social Skill Interventions for Adolescents with Autism: A Meta-Analysis
Quelle	In: Remedial and Special Education, 42 (2021) 5, S.343-357 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932520956362
Schlagwörter	Interpersonal Competence; Autism; Pervasive Developmental Disorders; Intervention; Effect Size; Behavior Change; Peer Relationship; Adolescents; Case Studies; Public Schools; Meta Analysis; Guidelines; Best Practices; Outcomes of Treatment; Comparative Analysis; Databases; Research Reports; Research Design; Evidence; Developmental Stages + Suchen Sie Ihr Suchwort? Interpersonale Kompetenz; Autismus; Peer-Beziehungen; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Case study; Fallstudie; Case Study; Public school; Öffentliche Schule; Meta-analysis; Metaanalyse; Richtlinien; Datenbank; Research report; Forschungsbericht; Forschungsdesign; Evidenz
Abstract	Communicating with peers often poses challenges for individuals with autism spectrum disorder (ASD); these social interactions, however, can be especially difficult during the teenage years. For many adolescents with ASD, peer interaction is often limited or nonexistent, even for those taught in general education settings. The purpose of this meta-analysis was to investigate social interaction interventions for adolescents with ASD within public school settings, with a focus on studies that utilized single-case design. Studies were evaluated per the What Works Clearinghouse guidelines. This meta-analysis includes 24 studies with participants with ASD ranging in ages from 13 to 21 years. The effects of social skill interventions were evaluated using visual analysis, Tau-"U," and a parametric effect size ("d"-Hedges-Pustejovsky-Shadish [DHPS]). Combined effect sizes were calculated and compared. Results provide evidence that interventions can produce positive change in social behavior of adolescents with ASD. Effect sizes were generally large. Interpretations and implications are discussed. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01