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Academic and Related Skills Interventions for Autism: a 20-Year Systematic Review of Single-Case Research

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Abstract

This systematic literature review examines single-case intervention research targeting academic and related skills for children with autism spectrum disorder (ASD) in school settings. Fifty-four studies published between 1995 and 2014 met inclusion criteria. Tau-U was calculated for each study to examine the effectiveness of interventions. The mean score across all the studies was high (M Tau-U = 0.78), but ranged from weak to very high with scores between 0.15 and 1.00. The analysis demonstrated that school-based interventions were generally effective at improving the academic and related skills of students with ASD. The authors summarized some critical gaps in the research, and reviewed the quality of the research designs.

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References marked with an asterisk indicate studies included in the literature review

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Authors and Affiliations

  1. Department of Special Education, University of Oregon, 901 E.18th #139, Eugene, OR, 97403-5253, USA

    Fahad Alresheed

  2. Department of Special Education and Clinical Sciences, University of Oregon, Eugene, OR, 97403, USA

    Wendy Machalicek

  3. Portland State University, 1900 SW 4th Ave, Portland, OR, 97201, USA

    Amanda Sanford

  4. Home Based Program Manager ChildCareGroup, 1420 W Mockingbird Ln #300, Dallas, TX, 75247, USA

    Carmen Bano

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  1. Fahad Alresheed
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  2. Wendy Machalicek
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  4. Carmen Bano
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Correspondence to Wendy Machalicek.

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Alresheed, F., Machalicek, W., Sanford, A. et al. Academic and Related Skills Interventions for Autism: a 20-Year Systematic Review of Single-Case Research. Rev J Autism Dev Disord 5, 311–326 (2018). https://doi.org/10.1007/s40489-018-0141-9

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