Systematic Review of Safety Skill Interventions for Individuals With Autism Spectrum Disorder

TEKİN İFTAR E., OLÇAY S., Sirin N., Bilmez H., DEĞİRMENCİ H. D., Collins B. C.

JOURNAL OF SPECIAL EDUCATION, cilt.54, sa.4, ss.239-250, 2021 (SSCI) identifier identifier

  • Yayın Türü: Makale / Derleme
  • Cilt numarası: 54 Sayı: 4
  • Basım Tarihi: 2021
  • Doi Numarası: 10.1177/0022466920918247
  • Dergi Adı: JOURNAL OF SPECIAL EDUCATION
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, ASSIA, IBZ Online, Periodicals Index Online, Applied Science & Technology Source, Child Development & Adolescent Studies, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Linguistics & Language Behavior Abstracts, PAIS International, Psycinfo, Public Affairs Index
  • Sayfa Sayıları: ss.239-250
  • Anahtar Kelimeler: descriptive analysis, autism, safety skill intervention, TEACHING TEENAGERS, SEEK ASSISTANCE, EFFECT SIZE, CHILDREN, INSTRUCTION, STUDENTS, PREVENTION, OPINIONS, PARENTS
  • Anadolu Üniversitesi Adresli: Evet

Özet

We conducted a descriptive analysis of single-case research design (SCRD) studies on safety skills instruction (SSI) for individuals with autism spectrum disorder (ASD). Once we identified studies through electronic databases and reference lists, we used What Works Clearinghouse (WWC) Standards to evaluate each study. We analyzed studies in terms of various descriptive variables, calculated effect sizes through improvement rate difference (IRD), and aggregated effect sizes across studies to produce an omnibus effect size. Results showed 18 of 29 studies met the WWC Standards to meet design standards (MS) and meet design standards with reservations (MS-R), and various types of SSI were effective in teaching various skills. Of 18, 12 studies resulted in a large effect, and we found a behavioral skills training package (BST) to be evidence-based when we applied a 5-3-20 rule. Implications for researchers and practitioners are discussed.