The number of secondary-level students with high-functioning autism (HFA) served in public school settings has increased in recent years, and many of these students have difficulty with social–behavioral expectations in such settings. Instructional specialists must know which interventions have been shown to be effective, so they can make informed decisions about service delivery and instructional support (professional development) that maximize 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. Thirteen studies employing single-case research designs published in peer-reviewed journals between 1987 and 2018 were found through an extensive literature search. The analyses indicated that specific social skill and behavioral interventions had high effect sizes and, likewise, improved outcomes for students with HFA. Implications for special education practice and future research are provided.

中文翻译：

---

公立学校高功能自闭症中学生的社会行为干预：元分析

近年来，在公立学校环境中服务的高功能自闭症 (HFA) 中学生人数有所增加，其中许多学生在这种环境中难以满足社会行为期望。教学专家必须知道哪些干预措施已被证明是有效的，以便他们能够就服务提供和教学支持（专业发展）做出明智的决定，最大限度地提高学生成功的潜力。本荟萃分析的目的是检查在公立学校环境中对患有 HFA 的青少年学生使用的社会行为干预的有效性。通过广泛的文献检索，发现了 1987 年至 2018 年间发表在同行评审期刊上的 13 项采用单案例研究设计的研究。分析表明，特定的社交技能和行为干预具有很高的效果，同样可以改善 HFA 学生的结果。提供了对特殊教育实践和未来研究的影响。