A Systematic Review of School-Based Social Skills Interventions and Observed Social Outcomes for Students with Autism Spectrum Disorder in Inclusive Settings

Autor/inn/en	Dean, Michelle; Chang, Ya-Chih
Titel	A Systematic Review of School-Based Social Skills Interventions and Observed Social Outcomes for Students with Autism Spectrum Disorder in Inclusive Settings
Quelle	In: Autism: The International Journal of Research and Practice, 25 (2021) 7, S.1828-1843 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dean, Michelle) ORCID (Chang, Ya-Chih)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-3613
DOI	10.1177/13623613211012886
Schlagwörter	Autism; Pervasive Developmental Disorders; Interpersonal Competence; Skill Development; Intervention; Inclusion; Naturalistic Observation; Children; Adolescents; Elementary Secondary Education; Program Effectiveness; Generalization; Maintenance; Evidence Based Practice; Peer Teaching; Incidence; Autism Diagnostic Observation Schedule; Childhood Autism Rating Scale + Suchen Sie Ihr Suchwort? Autismus; Interpersonale Kompetenz; Kompetenzentwicklung; Qualifikationsentwicklung; Inklusion; Naturbeobachtung; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Peer group teaching; Peer Group Teaching; Vorkommen
Abstract	This review examined school-based social skills interventions for students with autism spectrum disorder who were educated in inclusive school settings. Secondary aims sought to explore observation protocols and the resulting social outcomes used to measure the social behaviors of students with autism spectrum disorder within authentic social environments at school. To meet the inclusion criteria, 18 studies (a) tested school-based social skills interventions for students with autism spectrum disorder who were educated in inclusive settings; (b) included typically developing peers to some degree within the intervention condition; (c) used naturalistic observation protocols; and (d) scored "strong" or "adequate" for group design, or "high quality" or "acceptable" for single-case design on methodological rating scales. Interventions were largely rooted in evidence-based practices, but were varied in terms of type, dose, and duration, and the extent to which typically developing peers and school personnel were trained to participate in the intervention. Observable social outcomes were similar across studies, and salient outcomes were able to measure post-intervention change across a wide age range. The identification of the active ingredients used in school-based social skills interventions as well as the salient social outcomes provides a roadmap for school practitioners as they move to incorporate evidence-based social skills interventions into their practice. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01