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Meta-Analysis of Soft Skills Interventions for Transition-Age Autistic Individuals
Heerak Choi1, Hyun-Ju Ju2, Connie Sung3
1Center for Education in Health Sciences, Feinberg School of Medicine, Northwestern University, Chicago, Illinois, USA.
Summary
Soft skills interventions significantly improve social adjustment, performance, and skills in autistic individuals during their transition years. These programs are crucial for preparing them for successful careers.
Area of Science:
- Neurodevelopmental Disorders
- Psychology
- Social Sciences
Background:
- Growing interest in soft skills interventions for autistic individuals transitioning to adulthood.
- Existing interventions show promise for social competence, but pooled effectiveness data is limited.
Purpose of the Study:
- To systematically review and meta-analyze the effectiveness of soft skills interventions on social competence in transition-age autistic individuals.
Main Methods:
- Systematic review of 18 articles (8 RCTs, 10 pre-post studies).
- Meta-analysis conducted using the meta package on R 4.4.1.
- Moderation analyses explored sample and intervention characteristics.
Main Results:
- Significant positive effects of interventions on social adjustment (g=0.53), social performance (g=0.87), and social skills (g=0.53).
- No significant impact of sample or intervention characteristics on outcomes.
Conclusions:
- Soft skills interventions are effective in enhancing social competence for transition-age autistic individuals.
- These interventions play a vital role in career preparation and successful transitions.
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