EBP Compendium: Summary of Systematic Review
Effects and Implications of Self-Management for Students with Autism: A Meta-Analysis
Lee, S., Simpson, R. L., et al.
(2007).
Focus on Autism and Other Developmental Disabilities, 22(1), 2-13.
Indicators of Review Quality:
|
The review addresses a clearly focused question
| No |
|
Criteria for inclusion of studies are provided
| Yes |
|
Search strategy is described in sufficient detail for replication
| Yes |
|
Included studies are assessed for study quality
| No |
|
Quality assessments are reproducible
| N/A |
Description: This is a meta-analysis of single-subject research exploring the effects of self-management on behavior for children with autism. Outcomes included increasing social communication skills and social behavior, improving conversation, learning daily living skills, improving play, and improving other behaviors.
Question(s) Addressed:
Question not specifically stated.
Population: Children with a diagnosis of autism between the ages of 3 and 17 years.
Intervention/Assessment: Self-management training including self-monitoring, self-assessment, self-observation, self-recording, self-evaluation, self-instruction and self-reinforcement.
Number of Studies Included: 11
Years Included: 1992 - 2001
Findings:
Conclusions:
- Treatment
- Cognition/Language
- Self-Management - The authors conclude that self-management interventions "generally resulted in socially desired behaviors" (p. 8). No specific self-management interventions were significantly more effective than others. No specific participant characteristics (age, gender, type of behavior, or setting) appeared to have a significant effect on overall responsiveness to self-management strategies. The limited number of studies may have contributed to the nonsignificance of specific interventions and population characteristics (p. 9).
Keywords: Autism Spectrum Disorders
Access the Review
Added to Compendium: December 2011