The effect of caregiver-delivered social-communication interventions on skill generalization and maintenance in ASD

Ee Rea Hong; Leslie Neely; Stephanie Gerow; Candace Gann

doi:10.1016/j.ridd.2018.01.006

The effect of caregiver-delivered social-communication interventions on skill generalization and maintenance in ASD

Res Dev Disabil. 2018 Mar:74:57-71. doi: 10.1016/j.ridd.2018.01.006. Epub 2018 Jan 20.

Authors

Ee Rea Hong¹, Leslie Neely², Stephanie Gerow³, Candace Gann⁴

Affiliations

¹ University of Tsukuba, Disability Sciences, University of Tsukuba, 1-1-1 Tennodai, Tsukuba, Ibaraki-ken 305-8572, Japan. Electronic address: irehong@human.tsukuba.ac.jp.
² The University of Texas at San Antonio, Educational Psychology, 501 W. Cesar E. Chavez Blvd., San Antonio, TX 78207, United States. Electronic address: leslie.neely@utsa.edu.
³ Baylor University, School of Education, Marrs McLean Science 316, One Bear Place #97301, Waco, TX 76798, United States. Electronic address: Stephanie_Gerow@baylor.edu.
⁴ Oklahoma State University, School of Teaching, Learning and Educational Sciences, 225 Willard Hall, Stillwater, OK 74078, United States. Electronic address: candace.gann@okstate.edu.

PMID: 29360047
DOI: 10.1016/j.ridd.2018.01.006

Abstract

Background: Although caregiver-delivered social communication interventions have been considered scientifically proven practices for individuals with autism spectrum disorders, it is not well examined if these types of intervention modes are truly effective in promoting skill generalization and maintenance within those individuals with autism spectrum disorders.

Aims: The purpose of this meta-analysis was to evaluate the status of the extant literature regarding the measures on generalization and/or maintenance of effects of caregiver-delivered communication interventions for children with autism spectrum disorders.

Methods and procedures: This systematic literature review and meta-analysis evaluated peer-reviewed research regarding the effects of caregiver-implemented interventions on the maintenance and generalization of the social-communication skills for children with autism spectrum disorders. A total of 34 articles were included following a systematic search. Articles were summarized according to the following categories: (a) generalization dimension, (b) generalization assessment design, (c) maintenance assessment design, (d) generalization/maintenance teaching strategy, and (e) latency to maintenance probes. After application of design standards, aggregate Tau-U and non-overlap of pairs effect sizes were calculated with a total of 67 separate contrasts across seven studies.

Outcomes and results: Overall, effect size scores ranged from small to large effects across all comparisons. On average, most of the baseline to maintenance and generalization comparisons produced moderate to large effects. Whereas, small to moderate or even deteriorate effects were found in most of the intervention to maintenance and generalization comparisons.

Conclusions and implications: The findings in this review suggest that caregiver-delivered social-communication interventions are likely to result in mixed effects on skill generalization and maintenance within children with autism spectrum disorders. Implications for future research and practice are discussed.

Keywords: Autism spectrum disorders; Caregiver implementation; Effect size; Generalization; Maintenance; Social-communication behaviors.

Publication types

Review
Systematic Review

MeSH terms

Autism Spectrum Disorder* / psychology
Autism Spectrum Disorder* / therapy
Caregivers* / psychology
Caregivers* / standards
Child
Communication*
Humans
Professional Competence
Social Behavior
Social Skills*