The Effects of Social Skill Interventions for Adolescents With Autism: A Meta-Analysis

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.

Automated summary

The study found that social interaction interventions can effectively change the social behavior of adolescent ASD patients. Generally large effect sizes indicate the importance of interventions in producing positive changes. This has significant implications for guiding future intervention strategies for adolescents with ASD.