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A Meta-analysis of School-Based Social Interaction Interventions for Adolescents with Autism Spectrum Disorder

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Abstract

The purpose of this meta-analysis was to identify and evaluate the effectiveness of school-based social interaction interventions for adolescents with autism spectrum disorder (ASD). All 27 studies meeting predetermined inclusion criteria utilized single-case designs. Peer-mediated interventions, peer networks, behavioral skills training, and the teaching interaction procedure were the most frequently utilized strategies and produced large effects for lower, moderate, and higher functioning adolescents with ASD. Teachers rarely implemented interventions, though large effects were reported when they served as intervention agents. Future research concerning the acceptability and feasibility of using social interaction interventions in the classroom is needed in order to facilitate evidence-based practice. Additionally, research that targets more complex and nuanced social behaviors and assesses collateral effects such as academic performance and friendship quality appears warranted.

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Authors and Affiliations

  1. Department of Special Education & Multiple Abilities, The University of Alabama, Tuscaloosa, AL, 35487, USA

    Laci Watkins

  2. The University of Texas at Austin, Austin, TX, USA

    Mark O’Reilly, Katherine Ledbetter-Cho, Michelle Kuhn, Nataly Lim & Nicolette Caldwell

  3. Texas State University, San Marcos, TX, USA

    Russell Lang

  4. Victoria University of Wellington, Wellington, New Zealand

    Jeff Sigafoos

  5. The University of New Mexico, Albuquerque, USA

    Cindy Gevarter

Authors
  1. Laci Watkins
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  2. Mark O’Reilly
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  3. Katherine Ledbetter-Cho
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  4. Russell Lang
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  5. Jeff Sigafoos
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  6. Michelle Kuhn
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  7. Nataly Lim
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  8. Cindy Gevarter
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  9. Nicolette Caldwell
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Corresponding author

Correspondence to Laci Watkins.

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Watkins, L., O’Reilly, M., Ledbetter-Cho, K. et al. A Meta-analysis of School-Based Social Interaction Interventions for Adolescents with Autism Spectrum Disorder. Rev J Autism Dev Disord 4, 277–293 (2017). https://doi.org/10.1007/s40489-017-0113-5

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  • DOI: https://doi.org/10.1007/s40489-017-0113-5

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