Metaanalysis on Interventions for improving social communication in children with Autism

Abstract Background Children with autism spectrum disorder (ASD) experience challenges in social communication and other developmental areas. Early and effective interventions are crucial to improve these skills. Method This meta-analysis examined the effectiveness of social-communication interventions for children with ASD, focusing on single-case experimental designs (SCEDs). Forty-one peer-reviewed studies were included, encompassing interventions such as behavioral skills training, video modeling, augmentative and alternative communication (AAC), and social skills training. Omnibus effect sizes, confidence intervals (95% CI), heterogeneity indices (I², Q-test), and publication bias metrics were computed. Moderator analyses explored the influence of setting, implementer type, and communicative function. Conclusions Social-communication interventions are effective in improving outcomes for children with ASD, particularly when delivered in naturalistic settings and by trained clinicians. Limitations include potential publication bias and underrepresentation of long-term outcomes. Future research should emphasize longitudinal designs, diverse populations, and combined intervention modalities.