The effects of social skill interventions for adolescents with autism: A meta-analysis

The effects of social skill interventions for adolescents with autism: A meta-analysis

Authors
Babb, S. Raulston, T. J. McNaughton, D. Lee, J.-Y. Weintraub, R.
Year
2021
Journal
Remedial and Special Education
Volume
42
Pages
343-357
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. (PsycInfo Database Record (c) 2021 APA, all rights reserved)

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Type of intervention

Treatment and Child Welfare Interventions

Topic

Mental Health Problems and Disorders

Autism Spectrum Disorder

Development and Life Coping Skills

Social skills

Intervention

The organization of interventions

School/Preschoolbased Interventions

Age group

Adolescents (13-18 years)

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