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KMID : 0894920150150030069
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Journal of the Korean Association for Persons with Autism
2015 Volume.15 No. 3 p.69 ~ p.99
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A Meta-Analysis and the Quality of Evidence of Single-Subject Research on Social Communication Interventions for Students with Autism Spectrum Disorders
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Kim Eun-Kyung
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Abstract
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The purpose of this study was to investigate the outcomes of social communication interventions for students with autism spectrum syndrome and to evaluate the quality indicator of published single-subject design studies in Korea to support social communication interventions. 76 articles were selected by the criteria for this synthesis and were analyzed across subjects’, settings, and intervention characteristics and effect sizes were calculated by PND of the non-regression model. The analyses of 76 single-subject research studies resulted in 504 PND scores. The quality of the studies were evaluated based on the quality indicators. The results were as follows. Variables that lead to the most effective intervention by PND were lower-grade elementary subjects, female subjects, settings in community, inclusive classroom setting, special classroom settings, 20-29 sessions of interventions, interventions by special-education teachers, cognitive focused interventions, differential reinforcement, naturalistic intervention, prompting, multiple probe baseline design across settings, fidelity of implementation, social validity. Quality indicators that 70% of studies were evaluated by 3 point(means indicator met) were participant description, description of dependent variable, measurement procedure, measurement frequency, measurement reliability, measurement of dependent variable, experimental effect, replication of effects, magnitude of change in dependent variable. Quality indicators of fidelity of implementation, social importance of dependent variable, and implementation of independent variable were not met on studies in 1994-2010, but partially met on studies in 2011-2014. The results suggested that social communication interventions for students with autism spectrum disorders should consider the variables identified as effective, and emphasized that using quality indicators for single-subject research was important to evaluate the base for evidence-based practices. Based on the result, the implication for social communication interventions for students with autism spectrum disorders was discussed, and future study issues were recommended.
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KEYWORD
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Autism Spectrum Disorders, Social Communication, Single-Subject Research, Meta-Analysis, Quality Indicator
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