Meta-Analysis of the Effect of Job-Related Social Skill Training for Secondary Students with Disabilities
Journal of Vocational Rehabilitation
Park, E. -Y., Kim, J., et al. (2016).
Journal of Vocational Rehabilitation, 44(1), 123-133.
This systematic review and meta-analysis investigates the effects of job-related social skills training interventions on the functional outcomes in secondary- and postsecondary-aged individuals with disabilities (e.g., intellectual disabilities, Down syndrome).
Not stated
Up to April 2013
Randomized controlled trials
7
<div>Overall, social skills training had moderate effects (d = 0.56) for improving the job-related performance of secondary students with various disabilities. Specifically, job-related social skills training showed a significant positive effect for secondary students with autism (d = 0.45), emotional and/or behavioral disorders (d = 0.51), and intellectual disabilities (d = 0.49) with improvements noted in social skills, interview skills and work performance. No significant effects were found for students with Down syndrome or learning disabilities.</div>
<div>Social skills training provided to secondary school students using direct (face-to-face) instruction had moderate effects (d = 0.51) compared to internet or video-based social skills training which had small effects sizes.</div>
<div>Job-related social skills training provided in school settings had a larger effect size (d = 0.50) compared to treatment provided in facilities (d = 0.19) or work (d =0.25) settings.</div>
