The Effects of Social Skill Interventions for Adolescents With Autism: A Meta-Analysis
Remedial & Special Education
Babb, S., Raulston, T. J., et al. (2021).
Remedial & Special Education, 42(5), 343-357.
This systematic review and meta-analysis investigates the effects of social skill interventions on outcomes in adolescents on the autism spectrum in the school setting.
No funding received
From database inception to 2018
English-language, peer-reviewed single-case design studies with at least one independent variable
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For adolescents on the autism spectrum, social skill interventions (i.e., peer-directed, learner with autism-directed, and a combined approach) demonstrate positive changes number of communication acts (g= 4.249, 95% CI= -0.453 to 8.952, p<0.001), initiations/requests (g= 2.028, 95% CI= 0.811 to 3.245, p<0.001), responses (g= 2.192, 95% CI= 0.683 to 3.702, p<0.001), and engagement (g= 2.310 95% CI= 1.507 to 3.112, p<0.001). The authors found limited information regarding interventions targeting increased use of follow-up questions and partner-focused communication. Additional research is warranted.
