ArticleJournal of autism and developmental disorders2023
Evaluating the effectiveness of a reverse inclusion Social Skills intervention for children on the Autism Spectrum.
Article in Journal of autism and developmental disorders, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers, 1 of them a synthesis that pooled it.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
2 citing papers in PubMed, 1 synthesis or guideline pooled it, 8 citations in OpenAlex.
- Peer-Mediated Social Skills Interventions in Primary School Settings for Autistic Children in the Light of the ICF Bio-psycho-social Model. A Systematic Review.Journal of autism and developmental disorders · 2026Pooled it
- Improving Peer Interactions and Social Skills in Preschool Children With Autism Using Pivotal Response Treatment.Journal of autism and developmental disorders · 2025Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
7 authors at 2 institutions in 1 country.
Funding
Abstract
Schools need effective, generalizable, and socially valid social skills interventions to better support the social inclusion and peer relationships of their students on the autism spectrum. We evaluated a Pivotal Response Treatment-based, naturalistic social skills intervention implemented daily by school personnel in reverse inclusion school settings with four students on the autism spectrum (K-2nd grade). Using a single-case experimental design, results indicated that the students on the autism spectrum showed increases in the percent of time engaged in cooperative play with peers during the intervention (p = .0026) and moderate changes in social interactions were determined through systematic visual analysis. However, these changes in social behaviors did not generalize to natural inclusive school settings.
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What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.