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Single-Case Experimental Evidence on Social Problem-Solving Interventions for Individuals with Autism: A Three-Level
Shaoju Jin1, Chunyan Zhou2, Huan Huang1
1Faculty of Education, East China Normal University, Shanghai 200062, China.
Behavioral Sciences (Basel, Switzerland)
|July 28, 2026
Summary
Social problem-solving (SPS) interventions positively impact individuals with autism. This meta-analysis of single-case experimental designs found significant improvements, though specific intervention components require further study.
Area of Science:
- Psychology
- Neurodevelopmental Disorders
- Intervention Science
Background:
- Difficulties in social problem-solving (SPS) are linked to impaired social, communicative, and adaptive functioning in individuals with autism spectrum disorder (ASD).
- Understanding the effectiveness of SPS interventions is crucial for improving outcomes in this population.
Purpose of the Study:
- To conduct a three-level meta-analysis of social problem-solving interventions within single-case experimental design (SCED) research.
- To evaluate the overall effectiveness of SPS interventions for individuals with autism.
Main Methods:
- A systematic search identified 21 SCED studies (2002-2025) meeting inclusion criteria.
- A three-level meta-analysis was performed on 114 dependent-variable-level effect sizes from 59 participant clusters.
- Moderator, sensitivity, and publication bias analyses were conducted.
Main Results:
- A statistically significant positive pooled effect size (1.741) indicated overall improvement from baseline to intervention phases.
- Low heterogeneity (I² = 24.48%) suggests consistency across studies.
- No significant predictors of effect-size variability were identified across various moderators.
Conclusions:
- Targeted outcomes improved in studies utilizing SPS-related intervention packages.
- The combined impact of multi-component interventions was observed; isolating the independent contribution of SPS components requires further research.
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