Evidence-Based Social Skills Interventions for Children with Autism: A Meta-analysis

By Peishi Wang, A. Spillane. Education and Training in Developmental Disabilities, 2009

178 citations recorded by the source corpus.

The purpose of this study was to provide a synthesis of research studies published in the last ten years on interventions to increase social skills for children and adolescents with ASD, examine the outcomes of these studies and evaluate whether a given intervention meets the criteria for evidence-based practice. Thirty-eight studies were included in this review, of which 36 were single subject research studies and 2 group experimental studies. Results varied widely both between intervention types, and with the different studies within each intervention type. While Social Stories, Peer-Mediated, and Video-Modeling all met the criteria for evidencebased, a closer look at percentage of nonoverlapping data points (PND) shows that only Video-Modeling meets criteria for being evidence-based as well as demonstrating high effectiveness as an intervention strategy.

Subfields: Clinical Psychology, Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/4d01a08f4a77e199f72906a8ffdebca6d5c2555c

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

In Cognitive Neuroscience

In Developmental and Educational Psychology

Citations in the corpus

Peer Interactions of Students with Intellectual Disabilities and/or Autism: A Map of the Intervention Literature (2010, background): “…either students with ID (e.g., Carter & Hughes, 2005; Webster & Carter, 2007) or ASD (e.g., Bellini, Peters, Benner, & Hopf, 2007; Reichow & Volkmar, 2010; Wang & Spillane, 2009), teachers of students with low-incidence disabilities typically serve both groups of children on their caseloads.”
Bullying of children and adolescents with autism spectrum conditions: a ‘state of the field’ review (2015, background): “More recently, Wang and Spillane’s (2009) meta-analysis considered interventions which included social stories, peermediation, video-modelling, and cognitive behavioural training.”
Review of Evidence-based Mathematics Interventions for Students with Autism Spectrum Disorders (2015, unknown): “However, instructional programs for students with ASD tend to focus on communication and social skills (Plavnik & Ferreri, 2011; Wang & Spillane, 2009) as well as functional and life skills as opposed to traditional age and grade level content areas (Cihak & Grim, 2008; Rayner, 2011).”
Efficacy and Social Validity of Peer Support Arrangements for Adolescents with Disabilities (2011, background): “Although numerous intervention strategies for promoting social interaction and shared learning experiences among students with and without severe disabilities have been evaluated, the evidence base at the high school level remains fairly thin (Wang & Spillane, 2009).”