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Effective Interventions in Teaching Employment Skills to Individuals with Developmental Disabilities: A Single-Case Meta-analysis

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Abstract

This meta-analysis analyzed 39 studies that met the inclusion criteria for employment-related interventions for individuals with developmental disabilities. Each experiment included in this analysis either met or met with reservations all of the basic design standards (Kratochwill et al. 2010, 2013). Tau-U effect sizes were calculated for each A–B contrast extracted from the included experiments, and moderator analyses were conducted for dependent variables, participant characteristics, setting characteristics, and implementer characteristics for all video modeling interventions. Moderate to strong effects were seen across almost all moderator levels, and few significant differences were determined between the levels. According to overall effect sizes, all interventions were effective, but video modeling interventions were considered not only to be effective but also evidence-based interventions in teaching employment skills to individuals with developmental disabilities.

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*Indicates studies included in the review

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Authors and Affiliations

  1. University of Texas at San Antonio, 501 W. Cesar E Chavez, San Antonio, TX, 78212, USA

    Margot Boles & Leslie C. Neely

  2. Texas A&M University, College Station, USA

    Jennifer Ganz, Shanna Hagan-Burke & Dalun Zhang

  3. University of Tsukuba, Tsukuba, Japan

    Ee Rea Hong

  4. University of Utah, Salt Lake City, USA

    John L. Davis

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  1. Margot Boles
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  2. Jennifer Ganz
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  3. Shanna Hagan-Burke
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  4. Ee Rea Hong
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  5. Leslie C. Neely
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  6. John L. Davis
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  7. Dalun Zhang
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Correspondence to Leslie C. Neely.

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Boles, M., Ganz, J., Hagan-Burke, S. et al. Effective Interventions in Teaching Employment Skills to Individuals with Developmental Disabilities: A Single-Case Meta-analysis. Rev J Autism Dev Disord 6, 200–215 (2019). https://doi.org/10.1007/s40489-019-00163-0

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