A meta-analysis of school-based social skills interventions for children with autism spectrum disorders
A meta-analysis of school-based social skills interventions for children with autism spectrum disorders
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DOI：
10.1177/07419325070280030401
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发表时间：
2007-05-01
影响因子：
2.4
通讯作者：
Hopf, Andrea
中科院分区：
文献类型：
--
作者：
Bellini, Scott;Peters, Jessica K.;Hopf, Andrea
社交技能缺陷是自闭症谱系障碍（ASD）的核心特征。这项对55项单一主题设计研究的荟萃分析研究了ASD儿童和青少年的校本社会技能干预的有效性。通过计算非重叠数据点的百分比来衡量干预、维持和泛化效果。结果表明，社交技能干预对ASD儿童的效果最小。具体的参与者，设置和程序功能，导致最有效的干预结果突出，并讨论了对学校人员的影响。最后，将结果与涉及其他儿童群体的社会技能干预的类似荟萃分析的结果进行比较。
Social skills deficits are a central feature of autism spectrum disorders (ASD). This meta-analysis of 55 single-subject design studies examined the effectiveness of school-based social skills interventions for children and adolescents with ASD. Intervention, maintenance, and generalization effects were measured by computing the percentage of non-overlapping data points. The results suggest that social skills interventions have been minimally effective for children with ASD. Specific participant, setting, and procedural features that lead to the most effective intervention outcomes are highlighted, and implications for school personnel are discussed. Finally, the results are compared to the outcomes of similar meta-analyses involving social skills interventions with other populations of children.