Examining the Effectiveness of Peer-Mediated and Video-Modeling Social Skills Interventions for Children with Autism Spectrum Disorders: A Meta-Analysis in Single-Case Research Using HLM

Autor/inn/en	Wang, Shin-Yi; Cui, Ying; Parrila, Rauno
Titel	Examining the Effectiveness of Peer-Mediated and Video-Modeling Social Skills Interventions for Children with Autism Spectrum Disorders: A Meta-Analysis in Single-Case Research Using HLM
Quelle	In: Research in Autism Spectrum Disorders, 5 (2011) 1, S.562-569 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-9467
DOI	10.1016/j.rasd.2010.06.023
Schlagwörter	Video Technology; Age Differences; Disabilities; Pervasive Developmental Disorders; Interpersonal Competence; Outcomes of Treatment; Autism; Interpersonal Relationship; Interaction; Intervention; Peer Relationship; Methods; Children + Suchen Sie Ihr Suchwort? Age; Difference; Age difference; Altersunterschied; Handicap; Behinderung; Interpersonale Kompetenz; Autismus; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Interaktion; Peer-Beziehungen; Method; Methode; Child; Kind; Kinder
Abstract	Social interaction is a fundamental problem for children with autism spectrum disorders (ASD). Various types of social skills interventions have been developed and used by clinicians to promote the social interaction in children with ASD. This meta-analysis used hierarchical linear modeling (HLM) to examine the effectiveness of peer-mediated and video-modeling approaches, the two approaches that are most commonly used for social skills training of children with ASD. The two approaches, with the average effect size of 1.27 (peer-mediated approach: mean = 1.3, 95% CL = 1.10-1.50, N = 9; video-modeling approach: mean = 1.22, 95% CL = 0.65-1.78, N = 5) were found to significantly and equally improve the social performance of children with ASD. In addition, age functioned as a significant moderator in the effectiveness of the intervention. Implications of the results and limitations of this study are discussed. (Contains 2 tables and 1 figure.) (As Provided).
Anmerkungen	Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10