TY - JOUR
AU1 - Radley, Keith C.
AU2 - Dart, Evan H.
AU3 - Brennan, Kayleigh J.
AU4 - Helbig, Kate A.
AU5 - Lehman, Erica L.
AU6 - Silberman, Magenta
AU7 - Mendanhall, Kai
AB - ObjectivesSocial skills teaching (SST) is a commonly implemented intervention strategy with individuals with autism spectrum disorder (ASD). Given the myriad of strategies that may be utilized within SST, a systematic review was conducted to identify the state of research with respect to SST.MethodsSocial skills teaching intervention studies published between 1998 and 2018 were reviewed. Inclusion criteria included use of a single case research design, participants between 3 and 17 years of age, inclusion of a dependent variable that targeted a discrete social skill, and data collection and are presented on the targeted discrete social skill.ResultsA total of 201 articles were identified for inclusion and coded according to intervention type, participant age, outcomes assessed, and adherence to single case design standards. A total of 12 intervention categories were identified. Video modeling represented the most frequently researched intervention between 1998 and 2018, with didactic instruction and the provision of rules representing the least frequently studied procedure.ConclusionsRecent literature in SST is generally well-designed and scientifically rigorous. Researchers and practitioners are encouraged to consider these strategies as frontline intervention options when designing future research or service delivery programs for youth with ASD.
TI - Social Skills Teaching for Individuals with Autism Spectrum Disorder: a Systematic Review
JF - Advances in Neurodevelopmental Disorders
DO - 10.1007/s41252-020-00170-x
DA - 2020-09-23
UR - https://www.deepdyve.com/lp/springer-journals/social-skills-teaching-for-individuals-with-autism-spectrum-disorder-a-VVt2Shrl8W
SP - 215
EP - 226
VL - 4
IS - 3
DP - DeepDyve
ER -