School-Based Peer-Related Social Competence Interventions for Children with Autism Spectrum Disorder: A Meta-Analysis and Descriptive Review of Single Case Research Design Studies

Journal of Autism and Developmental Disorders

Volumn 45, Issue 6, 2015, Pages 1513-1531

  Whalon, Kelly J ^a   Conroy, Maureen A ^b   Martinez, Jose R ^b   Werch, Brittany L ^b  

^a FLORIDA STATE UNIVERSITY   (United States)

^b UNIVERSITY OF FLORIDA   (United States)

Author keywords

Autism spectrum disorder; Literature review; Meta analysis; Social communication; Social competence

Indexed keywords

ACADEMIC ACHIEVEMENT; ADULT MEDIATED INTERVENTION; ARTICLE; AUTISM; CHILD SPECIFIC INTERVENTION; COLLATERAL SKILL INTERVENTION; DESCRIPTIVE RESEARCH; EARLY CHILDHOOD INTERVENTION; HUMAN; INTERPERSONAL COMMUNICATION; META ANALYSIS; MULTICOMPONENT INTERVENTION; NONVERBAL COMMUNICATION; PATIENT EDUCATION; PEER GROUP; PEER MEDIATED INTERVENTION; PLAY; PRIORITY JOURNAL; REINFORCEMENT; SCHOOL; SOCIAL ADAPTATION; SOCIAL BEHAVIOR; SOCIAL COMPETENCE; SOCIAL INTERACTION; SOCIAL NARRATIVE; TEACHING; VERBAL COMMUNICATION; VIDEO SELF MODELING; AUTISM SPECTRUM DISORDER; METHODOLOGY; PROCEDURES; PSYCHOTHERAPY;

AUTISM SPECTRUM DISORDER; HUMANS; PEER GROUP; PSYCHOTHERAPY; RESEARCH DESIGN; SCHOOLS; SOCIAL SKILLS;

EID: 84929946951     PISSN: 01623257     EISSN: 15733432     Source Type: Journal    
DOI: 10.1007/s10803-015-2373-1     Document Type: Article

References (95)

1. References marked with an asterisk were included in the review
2. American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VS: American Psychiatric Publishing.
3. *Apple, A. L., Billingsley, F., & Schwartz, I. S. (2005). Effects of video modeling alone and with self-management on compliment-giving behaviors of children with high-functioning ASD. Journal of Positive Behavior Interventions,7(1), 33–46.
4. *Banda, D. R., Hart, S. L., & Liu-Gitz, L. (2010). Impact of training peers and children with autism on social skills during center time activities in inclusive classrooms. Research in Autism Spectrum Disorders,4, 619–625. doi:10.1016/j.rasd.2009.12.005.
5. Bellini, S., & Akullian, J. (2007). A meta-analysis of video modeling and video self-modeling interventions for children and adolescents with autism spectrum disorders. Exceptional Children,73(3), 264–287.
6. *Bellini, S., Akullian, J., & Hopf, A. (2007). Increasing social engagement in young children with autism spectrum disorders using video self-modeling. School Psychology Review,36, 80–90.
7. Bellini, S., Peters, J., Benner, L., & Hopf, A. (2007). A meta-analysis of school-based social skills interventions for children with autism spectrum disorders. Remedial and Special Education,28, 153–162.
8. *Bock, M. A. (2007). A social-behavioral learning strategy intervention for a child with Asperger syndrome: Brief report. Remedial and Special Education,28, 258–265.
9. *Boudreau, J., & Harvey, M. T. (2013). Increasing recreational initiations for children who have ASD using video self-modeling. Education and Treatment of Children,36, 49–60.
10. *Boyd, B. A., Conroy, M. A., Mancil, G. R., Nakao, T., & Alter, P. J. (2007). Effects of circumscribed interests on the social behaviors of children with autism spectrum disorders. Journal of Autism and Developmental Disorders,37, 1550–1561.
11. Brossart, D.F., Vannest, K.J., Davis, J.L., & Patience, M.A. (2014). Incorporating nonverlap indices with visual analysis for quantifying intervention effectiveness in single-case experimental designs. Neuropsychological Rehabilitation: An International Journal. doi:10.1080/09602011
12. Brown, W. H., & Conroy, M. A. (2002). Promoting peer-related social-communicative competence in preschool children. In H. Goldstein, L. Kaczmarek, & K. English (Eds.), Promoting social communication (pp. 173–210). Baltimore, MD: Paul H. Brookes Publishing Co.
13. Brown, W. H., & Conroy, M. A. (2012). Social-emotional competence in young children with developmental delays: Our reflection and vision for the future. Journal of Early Intervention,33(4), 310–320.
14. Brown, W. H., Odom, S. L., & Holcombe, A. (1986). Observational assessment of young children’s social behavior with peers. Early Childhood Research Quarterly,11(1), 19–40.
15. Brown, W. H., Odom, S. L., & McConnell, S. R. (2008). Social competence of young children: Risk, disability, and intervention. Baltimore, MD: Paul H. Brookes Publishing Co.
16. *Buggey, T. (2012). Effectiveness of video self-modeling to promote social initiations by 3-year-olds with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities,27, 102–110. doi:10.1177/1088357612441826.
17. *Buggey, T., Hoomes, G., Sherberger, M. E., & Williams, S. (2011). Facilitating social initiations of preschoolers with autism spectrum disorders using video self-modeling. Focus on Autism and Other Developmental Disabilities,26(1), 25–36.
18. Cappadocia, M. C., & Weiss, J. A. (2011). Review of social skills training groups for youth with Asperger syndrome and high functioning autism. Research in Autism Spectrum Disorders,5(1), 70–78. doi:10.1016/j.rasd.2010.04.001.
19. Carter, M. (2013). Reconsidering overlap-based measures for quantitative synthesis of single-subject data: What they tell us and what they don’t. Behavior Modification,37, 378–390. doi:10.1177/0145445513476609.
20. Carter, A. S., Davis, N. O., Klin, A., & Volkmar, F. R. (2005). Social development in autism. In F. R. Volkmar, A. Klin, R. Paul, & D. J. Cohen (Eds.), Handbook of autism and pervasive developmental disorders (3rd ed., Vol. 1, pp. 312–334). Hoboken, NJ: Wiley.
21. *Chan, J. M., & O’Reilly, M. F. (2008). A social stories intervention package for students with autism in inclusive classroom settings. Journal of Applied Behavior Analysis,41, 405–409.
22. Cicchetti, D. V. (2011). On the reliability and accuracy of the evaluative method for identifying evidence-based practices in autism. In B. Reichow, P. Doehring, D. V. Cicchetti, & F. R. Volkmar (Eds.), Evidence-based practices and treatments for children with autism (pp. 41–51). New York, NY: Springer.
23. Constantino, J. N. (2011). Social impairment. In E. Hollander, A. Kolevzon, & J. T. Coyle (Eds.), Textbook of autism spectrum disorders (pp. 139–146). Washington, DC: American Psychiatric Publishing Inc.
24. Cook, F., & Oliver, C. (2011). A review of defining and measuring sociability in children with intellectual disabilities. Research in Developmental Disabilities,32, 11–24.
25. *Crozier, S., & Tincani, M. (2007). Effects of social stories on prosocial behavior of preschool children with autism spectrum disorders. Journal of Autism and Developmental Disorders,37, 1803–1814. doi:10.1007/s10803-006-0315-7.
26. *Delano, M., & Snell, M. E. (2006). The effects of social stories on the social engagement of children with autism. Journal of Positive Behavior Interventions,8(1), 29–42. doi:10.1177/10983007060080010501.
27. English, E., Goldstein, H., Shafer, K., & Kaczmarek, L. (1997). Promoting interactions among preschoolers with and without disabilities: Effects of a buddy skills-training program. Exceptional Children,63, 229–243.
28. Ferraioli, S. J., & Harris, S. L. (2011). Treatments to increase social awareness and social skills. In B. Reichow, P. Doehring, D. V. Cicchetti, & F. R. Volkmar (Eds.), Evidence-based practices and treatments for children with autism (pp. 171–230). New York: Springer.
29. Flavel, J. H. (1977). Cognitive development. NJ: Upper Saddle River.
30. *Garfinkle, A. N., & Schwartz, I. S. (2002). Peer imitation: Increasing social interactions in children with autism and other developmental disabilities in inclusive preschool classrooms. Topics in Early Childhood Special Education,22(1), 26–38. doi:10.1177/027112140202200103.
31. *Gena, A. (2006). The effects of prompting and social reinforcement on establishing social interactions with peers during the inclusion of four children with autism in preschool. International Journal of Psychology,41, 541–554. doi:10.1080/00207590500492658.
32. Goldstein, H., English, K., Shafer, K., & Kaczmarek, L. (1997). Interaction among preschoolers with and without disabilities: Effects of across-the-day peer intervention. Journal of Speech, Language and Hearing Research,40(1), 33.
33. Goldstein, H., & Kaczmarek, L. (1992). Promoting communicative interaction among children in integrated intervention settings. In S. F. Warren & J. Reichle (Eds.), Communication and language interventions: Causes and effects in communication and language intervention (Vol. 1, pp. 81–111). Baltimore, MD: Paul H. Brookes Publishing Co.
34. Gray, C. (2000). Writing social stories with Carol Gray. Arlington, TX: Future Horizons.
35. Guralnick, M. J. (1990). Social competence and early intervention. Journal of Early Intervention,14(1), 3–14. doi:10.1177/105381519001400101.
36. *Hanley-Hochdorfer, K., Bray, M. A., Kehle, T. J., & Elinoff, M. J. (2010). Social stories to increase verbal initiation in children with autism and Asperger’s disorder. School Psychology Review,39, 484–492.
37. *Harper, C. B., Symon, J. B. G., & Frea, W. D. (2008). Recess is time-in: Using peers to improve social skills of children with autism. Journal of Autism and Developmental Disorders,38, 815–826. doi:10.1007/s10803-007-0449-2.
38. Heyvaert, M., Wendt, O., Van den Noortgate, W., & Onghena, P. (2014). Randomization and data-analysis items in quality standards for single-case experimental designs. The Journal of Special Education,. doi:10.1177/0022466914525239.
39. *Jung, S., Sainato, D. M., & Davis, C. A. (2008). Using high-probability request sequences to increase social interactions in young children with autism. Journal of Early Intervention,30, 163–187. doi:10.1177/1053815108317970.
40. Kaczmarek, L. (2002). Assessment of social-communicative competence: An interdisciplinary model. In H. Goldstein, L. Kaczmarek, & K. English (Eds.), Promoting social communication: Children with developmental disabilities from birth to adolescence (pp. 55–115). Baltimore, MD: Paul H. Brookes Publishing.
41. *Katz, E., & Girolametto, L. (2013). Peer-mediated intervention for preschoolers with ASD implemented in early childhood education settings. Topics in Early Childhood Special Education,33, 133–143. doi:10.1177/0271121413484972.
42. *Koegel, L. K., Vernon, T. W., Koegel, R. L., Koegel, B. L., & Paullin, A. W. (2012). Improving social engagement and initiations between children with autism spectrum disorder and their peers in inclusive settings. Journal of Positive Behavior Interventions,14, 220–227. doi:10.1177/1098300712437042.
43. *Kohler, F. W., Anthony, L. J., Steighner, S. A., & Hoyson, M. (2001). Teaching social interaction skills in the integrated preschool: An examination of naturalistic tactics. Topics in Early Childhood Special Education,21, 93–103. doi:10.1177/027112140102100203.
44. *Kohler, F. W., Greteman, C., Raschke, D., & Highnam, C. (2007). Using a buddy skills package to increase the social interactions between a preschooler with autism and her peers. Topics in Early Childhood Special Education,27, 155–163. doi:10.1177/02711214070270030601.
45. Kokina, A., & Kern, L. (2010). Social story interventions for students with autism spectrum disorders: A meta-analysis. Journal of Autism and Developmental Disabilities,40, 812–826. doi:10.1007/10803-009-0931-0.
46. *Kravits, T. R., Kamps, D. M., Kemmerer, K., & Potucek, J. (2002). Brief report: Increasing communication skills for an elementary-aged student with autism using the picture exchange communication system. Journal of Autism and Developmental Disorders,32, 225–230.
47. Lang, R., Kuriakose, S., Lyons, G., Mulloy, A., Boutot, A., Britt, C., et al. (2011). Use of school recess time in the education and treatment of children with autism spectrum disorders: A systematic review. Research in Autism Spectrum Disorders,5, 1296–1305.
48. *Laushey, K. M., & Heflin, L. J. (2000). Enhancing social skills of kindergarten children with autism through the training of multiple peers as tutors. Journal of Autism and Developmental Disorders,30, 183–193.
49. *Laushey, K. M., Heflin, L. J., Shippen, M., Alberto, P. A., & Fredrick, L. (2009). Concept mastery routines to teach social skills to elementary children with high functioning autism. Journal of Autism and Developmental Disorders,39, 1435–1448. doi:10.1007/s10803-009-0757-9.
50. *Lee, S., Odom, S., & Loftin, R. (2007). Social engagement with peers and stereotypic behavior of children with autism. Journal of Positive Behavior Interventions,9, 67–79. doi:10.1177/10983007070090020401.
51. *Licciardello, C. C., Harchik, A. E., & Luiselli, J. K. (2008). Social skills intervention for children with autism during interactive play at a public elementary school. Education and Treatment of Children,31(1), 27–37.
52. Maggin, D. M., & Odom, S. L. (2014). Evaluating single-case research data for systematic review: A commentary for the special issue. Journal of School Psychology,52, 237–241.
53. Manolov, R., Gast, D. L., Perdices, M., & Evans, J. J. (2014). Single-case experimental designs: Reflections on conduct and analysis. Neuropsychological Rehabilitation: An International Journal. doi:10.1080/09602011.2014.903199
54. McConnell, S. R. (2002). Interventions to facilitate social interaction for young children with autism: Review of available research and recommendations for educational intervention and future research. Journal of Autism and Developmental Disorders,32(5), 351–372. doi:10.1023/A:1020537805154.
55. McEvoy, M. A., McConnell, S. R., & Odom, S. L. (1992). Social competence of young children with disabilities: Issues and strategies for intervention. Baltimore, MD: Paul H. Brookes Publishing Co.
56. *Morrison, L., Kamps, D., Garcia, J., & Parker, D. (2001). Peer mediation and monitoring strategies to improve initiations and social skills for students with autism. Journal of Positive Behavior Interventions,3, 237–250. doi:10.1177/109830070100300405.
57. National Research Council. (2001). Educating children with autism. Washington, DC: National Academy Press.
58. *Nelson, C., McDonnell, A. P., Johnston, S. S., Crompton, A., & Nelson, A. R. (2007). Keys to play: A strategy to increase the social interactions of young children with autism and their typically developing peers. Education and Training in Developmental Disabilities,42, 165–181.
59. Odom, S. L., & Brown, W. H. (1993). Social interaction skill training for young children with disabilities in integrated settings. In C. Peck, S. Odom, & D. Bricker (Eds.), Integrating young children with disabilities into community-based programs: From research to implementation (pp. 39–64). Baltimore, MD: Paul H. Brookes Publishing Co.
60. Odom, S. L., Collet-Klingenberg, L., Rogers, S. J., & Hatton, D. D. (2010). Evidence-based practices in interventions for children and youth with autism spectrum disorders. Preventing School Failure,54, 275–282. doi:10.1080/10459881003785506.
61. Odom, S. L., McConnell, S. R., & Brown, W. H. (2008). Social competence of young children: Conceptualization, assessment, and influences. In W. H. Brown, S. L. Odom, & S. R. McConnell (Eds.), Social competence for young children: Risk, disability, and intervention (pp. 3–29). Baltimore, MD: Paul H. Brookes Publishing.
62. Odom, S. L., & Strain, P. L. (1986). A comparison of peer-initiation and teacher-antecedent interventions for promoting reciprocal social interaction of autistic preschoolers. Journal of Applied Behavior Analysis,19(1), 59–71. doi:10.1901/jaba.1986.19-59.
63. Ostrosky, M. M., Kaiser, A. P., & Odom, S. L. (1993). Facilitating children’s social communicative interactions through the use of peer-mediated interventions. In A. P. Kaiser & D. B. Gray (Eds.), Enhancing children’s communication: Research foundations for intervention (pp. 159–185). Baltimore, MD: Paul H. Brookes Publishing Co.
64. *Owen-DeSchryver, J., Carr, E. G., Cale, S. I., & Blakeley-Smith, A. (2008). Promoting social interactions between students with autism spectrum disorders and their peers in inclusive school settings. Focus on Autism and Other Developmental Disabilities,23(1), 15–28. doi:10.1177/1088357608314370.
65. Ozonoff, S., & South, M. (2001). Early social development in young children with autism: Theoretical and clinical implications. In G. Bremner & A. Fogel (Eds.), Blackwell handbook of infant development: Handbooks of developmental psychology (pp. 565–588). Malden, MA: Blackwell.
66. *Parker, D., & Kamps, D. (2011). Effects of task analysis and self-monitoring for children with autism in multiple social settings. Focus on Autism and Other Developmental Disabilities,26, 131–142. doi:10.1177/1088357610376945.
67. Parker, R. I., & Vannest, K. (2009). An improved effect size for single-case research: Nonoverlap of all pairs. Behavior Therapy,40(4), 357–367. doi:10.1016/j.beth.2008.10.006.
68. Parker, R. I., Vannest, K. J., & Davis, J. L. (2011a). Effect size in single-case research: A review of nine nonoverlap techniques. Behavior Modification,35(4), 303–322. doi:10.1177/0145445511399147.
69. Parker, R. I., Vannest, K. J., Davis, J. L., & Sauber, S. B. (2011b). Combining nonoverlap and trend for single-case research: Tau-U. Behavior Therapy,42, 284–299.
70. *Petursdottir, A., McComas, J., McMaster, K., & Horner, K. (2007). The effects of scripted peer tutoring and programming common stimuli on social interactions of a student with autism spectrum disorder. Journal of Applied Behavior Analysis,40, 353–357. doi:10.1901/jaba.2007.160-05.
71. Piaget, J. (1926). Language and thought in the child. London: Kegan and Paul.
72. Reichow, B. (2011). Development, procedures, and application of the evaluative method for determining evidence-based practices in autism. In B. Reichow, P. Doehring, D. V. Cicchetti, & F. R. Volkmar (Eds.), Evidence-based practices and treatments for children with autism (pp. 25–39). New York, NY: Springer.
73. Reichow, B., & Volkmar, F. R. (2010). Social skills interventions for individuals with autism: Evaluation for evidence-based practices within a best evidence synthesis framework. Journal of Autism and Developmental Disorders,40(2), 149–166. doi:10.1007/s10803-009-0842-0.
74. Reichow, B., Volkmar, F. R., & Cicchetti, D. V. (2008). Development of the evaluative method for evaluating and determining evidence-based practices in autism. Journal of Autism and Developmental Disorders,38(7), 1311–1319. doi:10.1007/s10803-007-0517-7.
75. Rotherman-Fuller, E., & Kasari, C. (2011). Peer relationships: Challenges and interventions. In E. Hollander, A. Kolevzon, & J. T. Coyle (Eds.), Textbook of autism spectrum disorders (pp. 555–566). Washington, DC: American Psychiatric Publishing Inc.
76. Rothstein, H. R., Sutton, A. J., & Borenstein, M. (2005). Publication bias in meta-analysis. In H. R. Rothstein, A. J. Sutton, & M. Borenstein (Eds.), Publication bias in meta-analysis: Prevention, assessment, and adjustments (pp. 1–7). New York: Wiley.
77. *Sansosti, F. J., & Powell-Smith, K. A. (2006). Using social stories to improve the social behavior of children with asperger syndrome. Journal of Positive Behavior Interventions,8(1), 43–57. doi:10.1177/10983007060080010601.
78. *Sansosti, F. J., & Powell-Smith, K. A. (2008). Using computer-presented social stories and video models to increase the social communication skills of children with high-functioning autism spectrum disorders. Journal of Positive Behavior Interventions,10, 162–178. doi:10.1177/1098300708316259.
79. *Scattone, D., Tingstrom, D. H., & Wilczynski, S. M. (2006). Increasing appropriate social interactions of children with autism spectrum disorders using social stories. Focus on Autism and Other Developmental Disabilities,21, 211–222.
80. *Shabani, D. B., Katz, R. C., Wilder, D. A., Beauchamp, K., Taylor, C. R., & Fischer, K. J. (2002). Increasing social initiations in children with autism: Effects of a tactile prompt. Journal of Applied Behavior Analysis,35, 79–83. doi:10.1901/jaba.2002.35-79.
81. Shadish, W. R., Brasil, I. C. C., Illingworth, D. A., White, K. D., Galindo, R., Nagler, E. D., & Rindskopf, D. M. (2009). Using UnGraph to extract data from image files: Verification of reliability and validity. Behavior Research Methods,41, 177–183.
82. Shukla-Mehta, S., Miller, T., & Callahan, K. J. (2010). Evaluating the effectiveness of video instruction on social and communication skills training for children with autism spectrum disorders: A review of the literature. Focus on Autism and Other Developmental Disabilities,25(1), 23–36. doi:10.1177/1088357609352901.
83. *Simpson, A., Langone, J., & Ayres, K. M. (2004). Embedded video and computer based instruction to improve social skills for students with autism. Education and Training in Developmental Disabilities,39, 240–252.
84. Stichter, J. P., & Conroy, M. A. (2006). How to teach social skills and plan for peer social interactions. Austin, TX: Pro-Ed.
85. Strain, P. S. (1983). Generalization of autistic children’s social behavior change: Effects of developmentally integrated and segregated settings. Analysis and Intervention in Developmental Disabilities,3(1), 23–34. doi:10.1016/0270-4684(83)90024-1.
86. Strain, P. S., Shores, R. E., & Timm, M. A. (1977). Effects of peer social initiations on the behavior of withdrawn preschool children. Journal of Applied Behavior Analysis,10(2), 289–298. doi:10.1901/jaba.1977.10-289.
87. Test, D. W., Richter, S., Knight, V., & Spooner, F. (2011). A comprehensive review and meta-analysis of the social stories literature. Focus on Autism and Other Developmental Disabilities,26(1), 49–62. doi:10.1177/1088357609351573.
88. *Thiemann, K. S., & Goldstein, H. (2001). Social stories, written text cues, and video feedback: Effects on social communication of children with autism. Journal of Applied Behavior Analysis,34, 425–446. doi:10.1901/jaba.2001.34-425.
89. *Thiemann, K. S., & Goldstein, H. (2004). Effects of peer training and written text cueing on social communication of school-age children with pervasive developmental disorder. Journal of Speech, Language, and Hearing Research,47, 126–144. doi:10.1044/1092-4388(2004/012).
90. Vygotsky, L. S. (1978). Mind and society: The development of higher psychological processes. Cambridge, MA: Harvard Press.
91. Wang, S., Parrila, R., & Cui, Y. (2013). Meta-analysis of social skills interventions of single-case research for individuals with autism spectrum disorders: Results from three-level HLM. Journal of Autism and Developmental Disabilities,43, 1701–1716. doi:10.1007/s10803-012-1726-2.
92. Wendt, O., & Miller, B. (2012). Quality appraisal of single-subject experimental designs: An overview and comparison of different appraisal tools. Education and Treatment of Children,35(2), 235–268.
93. Wood, J. J., Fujii, C., & Renno, P. (2011). Cognitive behavioral therapy in high-functioning autism: review and recommendations for treatment development. In B. Reichow, P. Doehring, D. V. Cicchetti, & F. R. Volkmar (Eds.), Evidence-based practices and treatments for children with autism (pp. 197–230). New York, NY: Springer. doi:10.1007/978-1-4419-6975-0_7
94. Sutton, A. J. (2009). Publication bias. In H. Cooper, L. V. Hedges, & J. C. Valentine (Eds.), The handbook of research synthesis and meta-analysis (pp. 435–452). New York: Russell Sage Foundation.
95. Zhang, J., & Wheeler, J. J. (2011). A meta-analysis of peer-mediated interventions for young children with autism spectrum disorders. Education and Training in Autism and Developmental Disabilities,46(1), 62–77.