Self-Management Interventions on Students With Autism A Meta-Analysis of Single-Subject Research

Self-management interventions aimed at skill acquisition and/or improving behavior of students diagnosed with autism spectrum disorders were examined. Twenty-three single-subject research design studies met inclusion criteria. Quality assessment of these studies was conducted using the What Works Cl...

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Bibliographic Details
Published in:Exceptional children Vol. 81; no. 1; pp. 28 - 44
Main Authors: Carr, Monica E., Moore, Dennis W., Anderson, Angelika
Format: Journal Article
Language:English
Published: Los Angeles, CA SAGE Publications 01.10.2014
Sage Publications, Inc
SAGE PUBLICATIONS, INC
Subjects:
Ability
Academic Achievement
Age Differences
Applied Behavior Analysis
Autism
Autism Spectrum Disorders
Autistic children
Behavior
Behavior Modification
Behavior Patterns
Behavior Problems
Demographic aspects
Disorders
Effect Size
Environmental Influences
Generalization
Health behavior
Intervention
Literature Reviews
Management
Meta Analysis
Pervasive Developmental Disorders
Program Effectiveness
Quality assessment
Quality standards
Research design
Self Control
Self Management
Selfmanagement
Skills
Social Development
Social skills
Statistical Analysis
Students
Studies
Symptoms (Individual Disorders)
Systematic review
Teaching
United States
ISSN:0014-4029, 2163-5560
Online Access:Get full text
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Summary:Self-management interventions aimed at skill acquisition and/or improving behavior of students diagnosed with autism spectrum disorders were examined. Twenty-three single-subject research design studies met inclusion criteria. Quality assessment of these studies was conducted using the What Works Clearinghouse guidelines, and treatment effect sizes were calculated using the percentage of nonoverlapping data. Results were analyzed by age, setting, functional level, and target behaviors. Results indicate that self-management interventions are effective for increasing both social and academic skills for students of all ages and levels of ability. Results generalized to other settings and untreated behaviors and were maintained over time. Sufficient evidence supports the conclusion that self-management is an evidence-based procedure for students diagnosed with autism spectrum disorders.
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ISSN:0014-4029
2163-5560
DOI:10.1177/0014402914532235