Evidence-Based Social Skills Interventions for Children With Autism: A Meta-Analysis
Education and Training in Developmental Disabilities
Wang, P., & Spillane, A. (2009).
Education and Training in Developmental Disabilities, 44(3), 318-342.
This meta-analysis investigates the effect of social skill interventions on social skills in children, birth to 21-years-old, on the autism spectrum.
Not stated
1997-2008
Group experimental study designs; quasi-experimental study designs; single subject study designs
38
The following interventions required further evaluation to determine them as evidence-based and effective: <br />
<ul>
<li>pivotal response training</li>
<li>Theory of Mind</li>
<li>scripts and cue cards</li>
<li>Keys to Play</li>
<li>incidental teaching</li>
<li>Picture Exchange Communication System</li>
<li>tactile prompting device</li>
<li>social skills training with scripts and reinforcement</li>
</ul>
"While Social Stories, Peer-Mediated, and Video-Modeling interventions all met the criteria for evidence-based practices ... a closer look at [percentage of non-overlapping data points] PND scores shows that only Video-Modeling meets criteria for being evidence-based as well as demonstrating high effectiveness as an intervention strategy" (p. 338). For social stories, the average PND score was 67.21%. For peer-mediated treatments, the average PND score was 60.69%. For video modeling, the average PND score was 84.25%.
