Presentation (Project) Title

A Systematic Review of Studies on Applied Behavior Analytic Social Interaction Skills Interventions for Young Children with Autism Spectrum Disorder

Mentor Information

Kwang-Sun Blair (Child & Family Studies)

Presentation Format

Event

Abstract

Children with autism spectrum disorder (ASD) have difficulties developing social interaction skills. Interventions in the early school years are more likely to have noticeable positive effects on later skills and school success for these children. The purpose of this review was to summarize the current literature on school-based social interaction skills interventions for young children with autism spectrum disorder (ASD). A systematic literature search was conducted to identify studies that used applied behavior analytic (ABA) interventions to improve the social interaction skills of children with ASD aged 4 to 8 in school settings. Using systematic procedures, studies that met established inclusion criteria were reviewed to examine the characteristics of the studies and to identify the ABA interventions that are most cost-effective and efficient in increasing social interaction skills in young children with ASD served in school settings. The findings of the current review suggest the following implications for practice and future research: (a) proving implementation support to teachers to improve treatment fidelity, (b) evaluating social validity of the ABA interventions that require the shortest duration and the least number of training sessions for both teachers and children, and (c) promoting intervention maintenance and generalization effects.

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A Systematic Review of Studies on Applied Behavior Analytic Social Interaction Skills Interventions for Young Children with Autism Spectrum Disorder

Children with autism spectrum disorder (ASD) have difficulties developing social interaction skills. Interventions in the early school years are more likely to have noticeable positive effects on later skills and school success for these children. The purpose of this review was to summarize the current literature on school-based social interaction skills interventions for young children with autism spectrum disorder (ASD). A systematic literature search was conducted to identify studies that used applied behavior analytic (ABA) interventions to improve the social interaction skills of children with ASD aged 4 to 8 in school settings. Using systematic procedures, studies that met established inclusion criteria were reviewed to examine the characteristics of the studies and to identify the ABA interventions that are most cost-effective and efficient in increasing social interaction skills in young children with ASD served in school settings. The findings of the current review suggest the following implications for practice and future research: (a) proving implementation support to teachers to improve treatment fidelity, (b) evaluating social validity of the ABA interventions that require the shortest duration and the least number of training sessions for both teachers and children, and (c) promoting intervention maintenance and generalization effects.