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

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...

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Bibliographic Details
Published in:Remedial and special education 2007-05, Vol.28 (3), p.153-162
Main Authors: Bellini, Scott, Peters, Jessica K., Benner, Lauren, Hopf, Andrea
Format: Article
Language:English
Subjects:
Academic achievement
Adolescents
Autism
Behavior
Behavior Disorders
Children
Children & youth
Cognitive Development
Comparative Analysis
Effectiveness
Generalization
Instructional Effectiveness
Interpersonal Competence
Intervention
Literature Reviews
Medical treatment
Meta Analysis
Pervasive Developmental Disorders
Studies
Systematic review
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Summary: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.
ISSN:0741-9325
1538-4756
DOI:10.1177/07419325070280030401