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

2020 ◽  
pp. 074193252095636 ◽  
Author(s):  
Salena Babb ◽  
Tracy J. Raulston ◽  
David McNaughton ◽  
Joo-Young Lee ◽  
Rachel Weintraub
Keyword(s):  
General Education ◽  
Social Skill ◽  
Visual Analysis ◽  
Single Case ◽  
Meta Analysis ◽  
Autism Spectrum ◽  
Effect Sizes ◽  
Single Case Design ◽  
Adolescents With Autism ◽  
Adolescents With Asd

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.

A Review of Summarizing and Main Idea Interventions for Struggling Readers in Grades 3 Through 12: 1978–2016

2018 ◽  
Vol 40 (3) ◽  
pp. 131-149 ◽  
Author(s):  
Elizabeth A. Stevens ◽  
Sunyoung Park ◽  
Sharon Vaughn
Keyword(s):  
Reading Comprehension ◽  
Struggling Readers ◽  
Visual Analysis ◽  
Single Case ◽  
Meta Analysis ◽  
Main Idea ◽  
Single Case Design ◽  
Quasi Experimental ◽  
Comprehensive Search ◽  
Single Case Designs

This systematic review examines the effects of summarizing and main idea interventions on the reading comprehension outcomes of struggling readers in Grades 3 through 12. A comprehensive search identified 30 studies published in peer-reviewed journals between 1978 and 2016. Studies included struggling reader participants in Grades 3 through 12; targeted summarizing or main idea instruction; used an experimental, quasi-experimental, or single-case design; and included a reading comprehension outcome. A meta-analysis of 23 group design studies resulted in a statistically significant mean effect of 0.97. Group size, number of sessions, grade level, and publication year did not moderate treatment effect. Visual analysis of six single-case designs yielded strong evidence for retell measures and a range of evidence for short-answer comprehension measures. Findings suggest that main idea and summarizing instruction may improve struggling readers’ main idea identification and reading comprehension. Limitations include the lack of standardized measures and the unreported, changing description of the counterfactual.

A Meta-Analysis of Single-Case Research on Embedding Interests of Individuals With Autism Spectrum Disorder

2019 ◽  
Vol 41 (5) ◽  
pp. 296-308
Author(s):  
Jennifer Ninci ◽  
Leslie C. Neely ◽  
Mack D. Burke ◽  
Mandy Rispoli ◽  
Kimberly J. Vannest ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Visual Analysis ◽  
Single Case ◽  
Meta Analysis ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Restricted Interests ◽  
Moderating Variables ◽  
Ritualistic Behaviors ◽  
Motivation To Participate

Restricted interests of individuals with autism spectrum disorder (ASD) can act as a barrier to learning important life skills. Embedding the interests of individuals into their learning environment can act to establish motivation to participate. A meta-analysis of 20 single-case studies on embedding interests of individuals with ASD was conducted to determine overall effects and potential moderating variables. Data were aggregated across domains of variables including dependent variables, participant characteristics, and learning contexts. The correlation between self-stimulatory or ritualistic behaviors and primary outcomes was evaluated. Publication bias and consistency of the Tau/Tau- U nonoverlap effect size with visual analysis were tested via moderator analyses. The literature suggests that embedding interest for learners with ASD can either be beneficial or distractible. Effects ranged from negative to strong, with several moderators identified. Practitioners should take caution when using this intervention with students who display self-stimulatory or ritualistic behaviors when their interests are present.

scholarly journals Acceptability, equity, and feasibility of using antipsychotics in children and adolescents with autism spectrum disorder: a systematic review

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Gian Loreto D’Alò ◽  
◽  
Franco De Crescenzo ◽  
Laura Amato ◽  
Fabio Cruciani ◽  
...  
Keyword(s):  
Systematic Review ◽  
Adverse Events ◽  
Children And Adolescents ◽  
Meta Analysis ◽  
Grey Literature ◽  
Indirect Evidence ◽  
Autism Spectrum ◽  
National Guidelines ◽  
Adolescents With Autism ◽  
Adolescents With Asd

Abstract Background It is unclear whether the administration of antipsychotics to children and adolescents with autism spectrum disorders (ASD) is acceptable, equitable, and feasible. Methods We performed a systematic review to support a multidisciplinary panel in formulating a recommendation on antipsychotics, for the development of the Italian national guidelines for the management of ASD. A comprehensive search strategy was performed to find data related to intervention acceptability, health equity, and implementation feasibility. We used quantitative data from randomized controlled trials to perform a meta-analysis assessing the acceptability and tolerability of antipsychotics, and we estimated the certainty of the effect according to the GRADE approach. We extracted data from systematic reviews, primary studies, and grey literature, and we assessed the risk of bias and methodological quality of the published studies. Results Antipsychotics were acceptable (dropouts due to any cause: RR 0.61, 95% CI 0.48–0.78, moderate certainty of evidence) and well tolerated (dropouts due to adverse events: RR 0.99, 95% CI 0.55–1.79, low certainty of evidence) by children and adolescents with ASD. Parents and clinicians did not raise significant issues concerning acceptability. We did not find studies reporting evidence of reduced equity for antipsychotics in disadvantaged subgroups of children and adolescents with ASD. Workloads, cost barriers, and inadequate monitoring of metabolic adverse events were indirect evidence of concerns for feasibility. Conclusion Antipsychotics in children and adolescents with ASD were likely acceptable and possibly feasible. We did not find evidence of concern for equity.

A Meta-Analysis of School-Based Group Contingency Interventions for Students With Challenging Behavior: An Update

2017 ◽  
Vol 38 (6) ◽  
pp. 353-370 ◽  
Author(s):  
Daniel M. Maggin ◽  
James E. Pustejovsky ◽  
Austin H. Johnson
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Systematic Reviews ◽  
Challenging Behavior ◽  
Student Behavior ◽  
Visual Analysis ◽  
Single Case ◽  
Meta Analysis ◽  
Group Contingency ◽  
Group Contingencies

Group contingencies are recognized as a potent intervention for addressing challenging student behavior in the classroom, with research reviews supporting the use of this intervention platform going back more than four decades. Over this time period, the field of education has increasingly emphasized the role of research evidence for informing practice, as reflected in the increased use of systematic reviews and meta-analyses. In the current article, we continue this trend by applying recently developed between-case effect size measures and transparent visual analysis procedures to synthesize an up-to-date set of group contingency studies that used single-case designs. Results corroborated recent systematic reviews by indicating that group contingencies are generally effective—particularly for addressing challenging behavior in general education classrooms. However, our review highlights the need for more research on students with disabilities and the need to collect and report information about participants’ functional level.

Descriptive Analysis and Meta Analysis of Studies Investigating the Effectiveness of Simultaneous Prompting Procedure

2018 ◽  
Vol 85 (3) ◽  
pp. 309-328 ◽  
Author(s):  
Elif Tekin-Iftar ◽  
Seray Olcay-Gul ◽  
Belva C. Collins
Keyword(s):  
Single Case ◽  
Meta Analysis ◽  
Descriptive Analysis ◽  
Autism Spectrum ◽  
Effect Sizes ◽  
Future Research ◽  
Simultaneous Prompting ◽  
Case Methodology ◽  
Methodological Rigor ◽  
Present Systematic Review

Researchers have investigated the simultaneous prompting (SP) procedure across three decades; however, no meta-analysis has been conducted. In the present systematic review, we conducted both a descriptive and meta-analysis of SP studies from a seminal publication of an SP study through 2017. Our search resulted in 20 studies published in English in internationally disseminated peer-reviewed journals that used single-case methodology and also met criteria for methodological rigor. To analyze effect sizes, we used percentage of non-overlapping points and Tau- U, with both revealing highly consistent results. We concluded that there is a substantial body of evidence to support the SP procedure to teach a variety of skills to individuals with disabilities when consistent parameters of the procedure are employed; however, future research is needed to specifically validate the procedure as effective in regard to specific types of disability (e.g., autism spectrum disorder) and specific types of tasks.

scholarly journals Acceptability, equity, and feasibility of using antipsychotics in children and adolescents with autism spectrum disorder: a systematic review.

2020 ◽  
Author(s):  
Gian Loreto D'Alò ◽  
Franco De Crescenzo ◽  
Laura Amato ◽  
Fabio Cruciani ◽  
Marina Davoli ◽  
...  
Keyword(s):  
Systematic Review ◽  
Adverse Events ◽  
Children And Adolescents ◽  
Meta Analysis ◽  
Grey Literature ◽  
Indirect Evidence ◽  
Autism Spectrum ◽  
National Guidelines ◽  
Adolescents With Autism ◽  
Adolescents With Asd

Abstract Background: It is unclear whether the administration of antipsychotics to children and adolescents with autism spectrum disorders (ASD) is acceptable, equitable, and feasible. Methods: We performed a systematic review to support a multidisciplinary panel in formulating a recommendation on antipsychotics, for the development of the Italian national guidelines for the management of ASD. A comprehensive search strategy was performed to find data related to intervention acceptability, health equity, and implementation feasibility. We used quantitative data from randomized controlled trials to perform a meta-analysis assessing the acceptability and tolerability of antipsychotics, and we estimated the certainty of the effect according to the GRADE approach. We extracted data from systematic reviews, primary studies, and grey literature, and we assessed the risk of bias and methodological quality of the published studies. Results: Antipsychotics were acceptable (dropouts due to any cause: RR 0.61, 95% CI 0.48-0.78, moderate certainty of evidence) and well tolerated (dropouts due to adverse events: RR 0.99, 95% CI 0.55- 1.79, low certainty of evidence) by children and adolescents with ASD. Parents and clinicians did not raise significant issues concerning acceptability. We did not find studies reporting evidence of reduced equity for antipsychotics in disadvantaged subgroups of children and adolescents with ASD. Workloads, cost barriers, and inadequate monitoring of metabolic adverse events were indirect evidence of concerns for feasibility. Conclusion : Antipsychotics in children and adolescents with ASD were likely acceptable and possibly feasible. We did not find evidence of concern for equity.

scholarly journals Effects of Meditation on the Soles of the Feet on the Aggressive and Destructive Behaviors of Chinese Adolescents with Autism Spectrum Disorders

Mindfulness ◽  
2019 ◽  
Vol 11 (1) ◽  
pp. 230-240 ◽  
Author(s):  
Nigela Ahemaitijiang ◽  
Xiaoyi Hu ◽  
Xuan Yang ◽  
Zhuo Rachel Han
Keyword(s):  
Visual Analysis ◽  
Management Practice ◽  
Social Validity ◽  
Weighted Average ◽  
Autism Spectrum ◽  
Chinese Adolescents ◽  
Adolescents With Autism ◽  
Soles Of The Feet ◽  
Destructive Behaviors ◽  
Adolescents With Asd

Abstract Objectives Adolescents with autism spectrum disorder (ASD) display a variety of verbally aggressive, physically aggressive, and destructive behaviors. Meditation on the Soles of the Feet (SoF) as an informal mindfulness-based practice has been effective in managing aggressive behaviors in adolescents with ASD. The aim of this study was to assess its effectiveness and social validity in a Chinese context. Methods Mothers of three Chinese adolescents with ASD were taught a basic foundational meditation practice, followed by instructions in the SoF practice. Once proficient in these two practices, the mothers taught their adolescents with ASD to use SoF for triggers of their aggressive and destructive behaviors. The mothers rated the social validity of the SoF practice. Results Visual analysis and weighted average Tau-U scores across participants showed that the SoF practice had a very strong effect on reducing the verbally aggressive, physically aggressive, and destructive behaviors of the three adolescents. Conclusions Data regarding effectiveness and social validity indicated that the SoF practice was effective and socially valid as a self-management practice for aggressive and destructive behavior of adolescents with ASD. Further studies of the SoF practice are needed to validate its effectiveness for Chinese children with ASD.

A Meta-Analysis of Functional Communication Training Effects on Problem Behavior and Alternative Communicative Responses

2017 ◽  
Vol 33 (4) ◽  
pp. 195-205 ◽  
Author(s):  
Laura C. Chezan ◽  
Katie Wolfe ◽  
Erik Drasgow
Keyword(s):  
Problem Behavior ◽  
Visual Analysis ◽  
Single Case ◽  
Meta Analysis ◽  
Functional Communication Training ◽  
Communication Training ◽  
Effect Sizes ◽  
Functional Communication ◽  
Communicative Responses ◽  
Calculated Effect

We conducted a meta-analysis of single-case research design (SCRD) studies on functional communication training (FCT). First, we used the What Works Clearinghouse (WWC) Standards to evaluate each study. Next, we calculated effect sizes using Tau-U. Then, we aggregated the effect sizes across the studies to produce an omnibus effect size. Results indicate that more than half of the SCRD studies met the WWC Standards and that FCT was effective in decreasing the level of problem behavior and in increasing the level of the alternative communicative response (ACR), but effectiveness varied according to such factors as type of disability and age. Furthermore, the results of visual analysis corresponded with Tau-U effect sizes in more than half of the cases. Implications for researchers and practitioners are discussed.

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