It is observed that the number of secondary-level students with HFA served in public school settings has increased in recent years, and due to their learning disabilities, most of these students have issues with social–behavioral expectations in such settings. This study was done to explore the specific social skill and behavioral interventions outcomes for students with HFA.
Instructional specialists must have complete information on which interventions have been shown to be effective, so they can make informed decisions about service delivery and instructional support as a part of their professional development, that consequently maximizes the potential for student success. The intent of the present meta-analysis was to examine the efficacy of social–behavioral interventions used with adolescent students with HFA served in public school settings. 13 studies employing single-case research designs published in peer-reviewed journals were found through an extensive literature search online.
The study concluded through its findings that the specific social skill and behavioral interventions had high effect sizes because they improved outcomes for students with HFA. Implications for special education practice and future research are provided.
Reference: https://journals.sagepub.com/doi/full/10.1177/1088357619890312
