Social–Behavioral Interventions for Secondary-Level Students With High-Functioning Autism in Public School Settings: A Meta-Analysis / Glennda K. MCKEITHAN in Focus on Autism and Other Developmental Disabilities, 35-3 (September 2020)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 35-3 (September 2020) . - p.165-175 Titre : Social–Behavioral Interventions for Secondary-Level Students With High-Functioning Autism in Public School Settings: A Meta-Analysis Type de document : Texte imprimé et/ou numérique Auteurs : Glennda K. MCKEITHAN, Auteur ; Edward J. SABORNIE, Auteur Article en page(s) : p.165-175 Mots-clés : high-functioning autism  Asperger syndrome  adolescents  autism  autism spectrum disorder  social skill interventions  social–behavioral interventions  behavioral interventions  public school settings  interventions  meta-analysis Index. décimale : PER Périodiques Résumé : The number of secondary-level students with high-functioning autism (HFA) served in public school settings has increased in recent years, and many of these students have difficulty with social?behavioral expectations in such settings. Instructional specialists must know which interventions have been shown to be effective, so they can make informed decisions about service delivery and instructional support (professional development) that maximize the potential for student success. The intent of the present meta-analysis was to examine the efficacy of social?behavioral interventions used with adolescent students with HFA served in public school settings. Thirteen studies employing single-case research designs published in peer-reviewed journals between 1987 and 2018 were found through an extensive literature search. The analyses indicated that specific social skill and behavioral interventions had high effect sizes and, likewise, improved outcomes for students with HFA. Implications for special education practice and future research are provided. En ligne : https://doi.org/10.1177/1088357619890312 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=430 [article] Social–Behavioral Interventions for Secondary-Level Students With High-Functioning Autism in Public School Settings: A Meta-Analysis [Texte imprimé et/ou numérique] / Glennda K. MCKEITHAN, Auteur ; Edward J. SABORNIE, Auteur . - p.165-175. in Focus on Autism and Other Developmental Disabilities > 35-3 (September 2020) . - p.165-175 Mots-clés : high-functioning autism  Asperger syndrome  adolescents  autism  autism spectrum disorder  social skill interventions  social–behavioral interventions  behavioral interventions  public school settings  interventions  meta-analysis Index. décimale : PER Périodiques Résumé : The number of secondary-level students with high-functioning autism (HFA) served in public school settings has increased in recent years, and many of these students have difficulty with social?behavioral expectations in such settings. Instructional specialists must know which interventions have been shown to be effective, so they can make informed decisions about service delivery and instructional support (professional development) that maximize the potential for student success. The intent of the present meta-analysis was to examine the efficacy of social?behavioral interventions used with adolescent students with HFA served in public school settings. Thirteen studies employing single-case research designs published in peer-reviewed journals between 1987 and 2018 were found through an extensive literature search. The analyses indicated that specific social skill and behavioral interventions had high effect sizes and, likewise, improved outcomes for students with HFA. Implications for special education practice and future research are provided. En ligne : https://doi.org/10.1177/1088357619890312 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=430

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