A Meta-Analysis of School-Based Social Skills Interventions for Children With Autism Spectrum Disorders

Autor/inn/en	Bellini, Scott; Peters, Jessica K.; Benner, Lauren; Hopf, Andrea
Titel	A Meta-Analysis of School-Based Social Skills Interventions for Children With Autism Spectrum Disorders
Quelle	In: Remedial and Special Education, 28 (2007) 3, S.153-162 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
Schlagwörter	Intervention; Autism; Interpersonal Competence; Meta Analysis; Pervasive Developmental Disorders; Instructional Effectiveness; Children; Adolescents; Generalization; Comparative Analysis + Suchen Sie Ihr Suchwort? Autismus; Interpersonale Kompetenz; Meta-analysis; Metaanalyse; Unterrichtserfolg; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher
Abstract	Social skills deficits are a central feature of autism spectrum disorders (ASD). This meta-analysis of 55 single-subject design studies examined the effectiveness of school-based social skills interventions for children and adolescents with ASD. Intervention, maintenance, and generalization effects were measured by computing the percentage of non-overlapping data points. The results suggest that social skills interventions have been minimally effective for children with ASD. Specific participant, setting, and procedural features that lead to the most effective intervention outcomes are highlighted, and implications for school personnel are discussed. Finally, the results are compared to the outcomes of similar meta-analyses involving social skills interventions with other populations of children. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10