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EBP Compendium: Summary of Systematic Review

Effects and Implications of Self-Management for Students with Autism: A Meta-Analysis

Lee, S., Simpson, R. L., et al. (2007).
Focus on Autism and Other Developmental Disabilities, 22(1), 2-13.

Indicators of Review Quality:

The review addresses a clearly focused question No
Criteria for inclusion of studies are provided Yes
Search strategy is described in sufficient detail for replication Yes
Included studies are assessed for study quality No
Quality assessments are reproducible N/A

Description: This is a meta-analysis of single-subject research exploring the effects of self-management on behavior for children with autism. Outcomes included increasing social communication skills and social behavior, improving conversation, learning daily living skills, improving play, and improving other behaviors.

Question(s) Addressed:

Question not specifically stated.

Population: Children with a diagnosis of autism between the ages of 3 and 17 years.

Intervention/Assessment: Self-management training including self-monitoring, self-assessment, self-observation, self-recording, self-evaluation, self-instruction and self-reinforcement.

Number of Studies Included: 11

Years Included: 1992 - 2001



  • Treatment
    • Cognition/Language
      • Self-Management - The authors conclude that self-management interventions "generally resulted in socially desired behaviors" (p. 8). No specific self-management interventions were significantly more effective than others. No specific participant characteristics (age, gender, type of behavior, or setting) appeared to have a significant effect on overall responsiveness to self-management strategies. The limited number of studies may have contributed to the nonsignificance of specific interventions and population characteristics (p. 9).

Keywords: Autism Spectrum Disorders

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Added to Compendium: December 2011

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