Effekt av læringstiltak ved hjelp av venner og videomodellering på sosiale ferdigheter hos barn med autismespekterforstyrrelser. En metaanalyse med hierarkisk lineær modellering av enkeltkasusforskning

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

Wang, S-Y. Cui, Y. Parrila, R.
Research in Autism Spectrum Disorders
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. (PsycINFO Database Record (c) 2012 APA, all rights reserved) (journal abstract).

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Type of intervention

Treatment and Child Welfare Interventions


Mental Health Problems and Disorders

Autism Spectrum Disorder

Development and Life Coping Skills

Social skills


Psychological Treatments

Psychoeducational Interventions

Psychosocial Treatments


Age group

Preschool Aged Children (3-5 years)

School Aged Children (6-12 years)

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