Social—Behavioral Interventions for Secondary-Level Students With High-Functioning Autism in Public School Settings: A Meta-Analysis
Focus on Autism and Other Developmental Disabilities
McKeithan, G. K., & Sabornie, E. J. (2020).
Focus on Autism and Other Developmental Disabilities, 35(3), 165-175.
This systematic review and meta-analysis investigates the effects of social-behavioral interventions on social-behavioral functioning (e.g., social reciprocity, interaction, communication, repetitive behaviors) in school-aged adolescents, 11 to 22 years old, on the autism spectrum who have an IQ of 75 or higher.
No funding received
1987 to 2018
Published, peer-reviewed, single-case design research studies
13
Meta-analysis of 13 studies investigating social-behavioral interventions found moderate to strong positive outcomes for adolescent students on the autism spectrum with an IQ of 75 or higher.<br />
<ul>
<li>Social narratives demonstrated a strong effect size (<em>M</em> RPhi=0.91).</li>
<li>Self-monitoring strategies demonstrated a strong effect size (<em>M</em> RPhi=0.90).</li>
<li>Peer-mediated instruction demonstrated a moderate effect size (<em>M</em> RPhi=0.74).</li>
<li>Video modeling demonstrated a moderate effect size (RPhi=0.55).</li>
<li>Correct response prompting demonstrated a small effect size (Rphi=0.35).</li>
</ul>
Meta-analysis of 13 studies investigating the educational setting of service delivery of social-behavioral interventions found slightly higher effect sizes for intervention provided directly in the student's classroom (<em>M</em> RPhi=0.82), moderate effect sizes for intervention implemented in other school environments (e.g., hallway, cafeteria; <em>M</em> RPhi=0.76), and marginal effect sizes for intervention provided in special education classrooms (<em>M</em> RPhi=0.66).
