Abstract
Communicating with peers often poses challenges for individuals with autism spectrum disorder (ASD); these social interactions, however, can be especially difficult during the teenage years. For many adolescents with ASD, peer interaction is often limited or nonexistent, even for those taught in general education settings. The purpose of this meta-analysis was to investigate social interaction interventions for adolescents with ASD within public school settings, with a focus on studies that utilized single-case design. Studies were evaluated per the What Works Clearinghouse guidelines. This meta-analysis includes 24 studies with participants with ASD ranging in ages from 13 to 21 years. The effects of social skill interventions were evaluated using visual analysis, Tau- U, and a parametric effect size ( d-Hedges–Pustejovsky–Shadish [DHPS]). Combined effect sizes were calculated and compared. Results provide evidence that interventions can produce positive change in social behavior of adolescents with ASD. Effect sizes were generally large. Interpretations and implications are discussed.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
