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Meta-Analysis
. 2017 Mar:52:164-181.
doi: 10.1016/j.cpr.2017.01.006. Epub 2017 Jan 18.

Efficacy of group social skills interventions for youth with autism spectrum disorder: A systematic review and meta-analysis

Jacquelyn A Gates  1 , Erin Kang  1 , Matthew D Lerner  2
Affiliations
Meta-Analysis

Efficacy of group social skills interventions for youth with autism spectrum disorder: A systematic review and meta-analysis

Jacquelyn A Gates et al. Clin Psychol Rev. 2017 Mar.

Abstract

Group-based social skills interventions (GSSIs) are widely used for treating social competence among youth with autism spectrum disorder (ASD), but their efficacy is unclear. Previous meta-analysis of the literature on well-designed trials of GSSIs is limited in size and scope, collapsing across highly heterogeneous sources (parents; youths; teachers; observers; behavioral tasks). The current meta-analysis of randomized control trials (RCTs) was conducted to ascertain overall effectiveness of GSSIs and differences by reporting sources. Nineteen RCTs met inclusion criteria. Results show that overall positive aggregate effects were medium (g=0.51, p<0.001). Effects were large for self-report (g=0.92, p<0.001), medium for task-based measures (g=0.58, p<0.001), small for parent- and observer-report (g=0.47 and 0.40, respectively, p<0.001), and nonsignificant for teacher-report (p=0.11). Moderation analyses of self-report revealed the effect was wholly attributable to youth reporting that they learned about skilled social behaviors (social knowledge; g=1.15, p<0.01), but not that they enacted them (social performance; g=0.28, p=0.31). Social skills interventions presently appear modestly effective for youth with ASD, but may not generalize to school settings or self-reported social behavior.

Keywords: Autism spectrum disorder; Intervention; Meta-analysis; Social skills.

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Conflict of interest statement

Conflict of Interest

The authors declare no financial or personal conflicts of interest.

Figures

Fig. 1
Fig. 1
PRISMA flowchart representing the identification and selection of studies.
Fig. 2
Fig. 2
Overall effect sizes for all measures of social competence, regardless of informant or source. All models are random effects. All effect sizes are Hedges’ g. Plots with a square indicate Hedges’ g for individual studies within the analysis. Diamond indicates overall effect size for the analysis.
Fig. 3
Fig. 3
Effects sizes for parent-report measuresofsocial competence. All models are random effects. All effect sizes are Hedges’ g. Plots with a square indicate Hedges’ g for individual studies within the analysis. Diamond indicates overall effect size for the analysis.
Fig. 4
Fig. 4
4a. Effects sizes for teacher-report measures of social competence. 4b. Effects sizes for self-report measures of social competence. All models are random effects. All effect sizes are Hedges’ g. Plots with a square indicate Hedge’s g for individual studies within the analysis. Diamond indicates overall effect size for the analysis.
Fig. 5
Fig. 5
5a. Effects sizes for observer-report measures of social competence. 5b. Effects sizes for task-report measures of social competence. All models are random effects. All effect sizes are Hedges’ g. Plots with a square indicate Hedges’ g for individual studies within the analysis. Diamond indicates overall effect size for the analysis.
See this image and copyright information in PMC

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