Self-Monitoring Interventions for Students With ASD: A Meta-Analysis of School-Based Research
Review Journal of Autism and Developmental Disorders
Davis, J. L., Mason, B. A., et al. (2016).
Review Journal of Autism and Developmental Disorders, 3(3), 196-208.
This systematic review and meta-analysis investigates the effects of school-based self-management interventions (e.g., self-monitoring, self-evaluation, self-instruction, self-reinforcement) on a variety of behavioral outcomes, including social communication outcomes, in children and adolescents, 5 to 21 years old, on the autism spectrum.
Not stated
January 1, 1960 to December 31, 2014
Published, peer-reviewed single-case research designs (e.g., multiple baseline designs, single baseline designs, changing criterion designs)
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Meta-analysis of six studies investigating the effect of school-based self-monitoring interventions on social communication and social interaction outcomes found a strong, positive effect [Tau-U=0.89 (95% CI=0.82-0.97)] for children and adolescents on the autism spectrum. Self-monitoring interventions resulted in strong effects (omnibus Tau-U=0.83) across all behavioral outcomes (i.e., disruptive, communication, on-task, stereotypy, following rules) in the school setting.
