Table 6: Summary of reviews and meta-analyses of ASD interventions sourced through the supplementary search Reference N Age Design Intervention(s) Target behaviour(s) Effect size/outcome Bellini et al., (2007) 157 3 18 Meta-analysis of School-based social Social behaviours (eg: PND= 70% (treatment effect) – years 55 single-subject skills interventions initiation, responses, studies. (peer-mediated, duration of interaction). individual, collateral and comprehensive). Kokina & Kern Meta-analysis of School-based social Transition support, Overall PND (median) = 62% (2010) 41 single-subject skill intervention using reducing anxiety, studies. social stories. (Short functional skills, Assisting with transition/reducing stories that explain improving social anxiety/novel situations PND difficult social behaviours. (median)= 44% situations in simple terms for children and Teaching academic/functional young people with skills PND = 22% ASD). Improving appropriate social behaviours PND = 22% Reducing inappropriate behaviours PND = 87% Whalon et al., (2015) 105 3-12 years Meta-analysis School-based social Social behaviours (eg: Overall initiations NAP = .90, and review of 37 interventions, initiation, responses, single-case to enhance interactions and Tau-U = .79; studies. social competence engagement). (child-specific, social responses NAP= .92, Tau-U = .83; narratives,
Table 6: Summary of reviews and meta-analyses of ASD interventions sourced through the supplementary search Reference N Age Design Intervention(s) Target behaviour(s) Effect size/outcome Bellini et al., (2007) 157 3 – 18 years Meta-analysis of 55 single-subject studies. School-based social skills interventions (peer-mediated, individual, collateral and comprehensive). Social behaviours (eg: initiation, responses, duration of interaction). PND= 70% (treatment effect) Kokina & Kern (2010) Meta-analysis of 41 single-subject studies. School-based social skill intervention using social stories. (Short stories that explain difficult social situations in simple terms for children and young people with ASD). Transition support, reducing anxiety, functional skills, improving social behaviours. Overall PND (median) = 62% Assisting with transition/reducing anxiety/novel situations PND (median)= 44% Teaching academic/functional skills PND = 22% Improving appropriate social behaviours PND = 22% Reducing inappropriate behaviours PND = 87% Whalon et al., (2015) 105 3-12 years Meta-analysis and review of 37 single-case studies. School-based social interventions, to enhance social competence (child-specific, social narratives, Social behaviours (eg: initiation, responses, interactions and engagement). Overall initiations NAP = .90, Tau-U = .79; responses NAP= .92, Tau-U = .83;
psdlitreview_EducationalSupportforStudentswithASD.docx