Social and communicative interventions and transition outcomes for youth with disabilities: A systematic review

Morgen Alwell, Brian Cobb

    Research output: Contribution to journalReview articlepeer-review

    Abstract

    The relationship between social and communicative interventions and transition-related outcomes for secondary-aged youth with disabilities is explored in this systematic review. In all, 30 studies intervening with 316 youth with a broad range of disability labels (both high- and low-incidence disabilities) were reviewed. Subgroup analyses were conducted on original research in these areas: augmentative and alternative communication (AAC), conversation skills, decreasing aberrant behavior, and social skills training (SST). Little support was found for AAC and modest support for interventions designed to increase conversation skill acquisition and for SST, and the research in decreasing aberrant behavior was unable to be synthesized because of effect size calculation formula problems. Results are discussed in terms of alignment with extant literature reviews, methodological issues in meta-analysis, recommendations for further research, and practical implications.

    Original languageEnglish
    Pages (from-to)94-107
    Number of pages14
    JournalCareer Development for Exceptional Individuals
    Volume32
    Issue number2
    DOIs
    StatePublished - Aug 2009

    Keywords

    • Communication skills
    • Meta-analysis
    • Social skills
    • Transition
    • Youth with disabilities

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