EBP Compendium: Summary of Systematic Review
Social Skills Interventions for Preschoolers with Autism Spectrum Disorder: A Description of Single-Subject Design Studies
Gillis, J. M., & Butler, R. C.
Journal of Early and Intensive Behavior Intervention, 4(3), 532-547.
Indicators of Review Quality:
The review addresses a clearly focused question
Criteria for inclusion of studies are provided
Search strategy is described in sufficient detail for replication
Included studies are assessed for study quality
Quality assessments are reproducible
Description: This is a systematic review of single-subject design research investigating social skills interventions for preschoolers diagnosed with autism spectrum disorder.
Questions not specifically stated.
Population: Preschool children with ASD.
Intervention/Assessment: Social skills interventions
Number of Studies Included: 17
Years Included: 1999 - 2006
The characteristics and findings from the single subject research studies reviewed is concordant with the group studies review conducted by Vaughn et al. (2003). There is a great deal of variability in terms of the quality of single subject research designs. Future research should focus on improving participant description, using standardized assessments for diagnosis and participant characteristics, improve elements necessary to improve validity, and demonstrate replication of specific features and packages of social skills interventions.
Keywords: Autism Spectrum Disorders, Social Skills
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Note: This systematic review does not discuss the effectiveness of social skills intervention for preschool children with autism, only the characteristics of the studies. This will not be helpful to a clinician but may be helpful to a researcher.
Added to Compendium: March 2012