Best-Evidence Synthesis of Interventions for Increasing Pro-Social Behavior of Individuals with Autism Spectrum Disorders

Background:

Since the time of Kanner’s first description of the syndrome of ‘early infantile autism’ (Kanner, 1943) major difficulties in social interaction have consistently been identified as a, if not the, central feature of autism. Somewhat paradoxically, social skills were comparatively much less studied than other aspects of autism. However, the last decade has witnessed a steady progression the development and implementation of social skills interventions. These are widely used with individuals of all ages and fall into three general categories: adult mediated (teacher or clinician instruction/therapy), peer mediated (particularly with preschoolers), and combination approaches (social skills groups with peers and an adult present). The focus, theoretical orientation, developmental framework, and empirical support of these models has varied considerably.

Objectives:

This poster presents the findings of a best-evidence synthesis that was conducted to evaluate the empirical evidence supporting social skills interventions designed to increase pro-social behavior of individuals with autism spectrum disorders. We review the empirical basis for social skills interventions, summarize areas of consensus and controversy between methods, and highlight issues particularly in need of research.

Methods:

Six criteria were used to select the studies included in this synthesis: (a) majority of the participants had ASD, (b). interventions designed to improve one or more social behavior were evaluated, (c) at least one social outcome of the participants with autism was evaluated, (d) the evaluation was conducted using true experimental designs, quasi-experimental group designs, single subject research designs, (e). the study was published or accepted for publication with online availability in English in a peer-refereed journal between 2001 and July 2008, and (f) study reports received acceptable or strong methodological rigor ratings on the rubrics outlined in the Evaluative Method for Determining Evidence-Based Practices in Autism (Reichow, Cicchetti, & Volkmar, 2008). Eighty-one reports containing 83 studies were located meeting all inclusion criteria. Analysis of the studies was completed using a multi-step process. First, the studies were categorized into a two-level organizational scheme. Then the delivery agent of the intervention were categorized within age groups. Finally,information pertaining to the characteristics of the research methods, participants, and intervention were analyzed.

Results:

The results of the synthesis will be presented on three levels. First, an overview of the participants, research rigor, and research designs across studies are provided. Second, the characteristics of the methods, participants, and interventions will be synthesized by age group. Finally, the findings of the studies will be synthesized across the different types of intervention. Findings specific to the intervention delivery agent will be discussed with reference to the intervention methods.

Conclusions:

Collectively, the results of this synthesis show there is much supporting evidence for the treatment of social deficits in autism. The synthesis highlights the results of studies that have been conducted using over 800 participants to evaluate interventions with different delivery agents, methods, target skills, and settings. The increasing trend with respect to the number of studies on social skills interventions for individuals with autism confirm addressing the core social deficit in autism has become a priority for researchers.