Affiliations: [a] Department of Secondary Special Education, College of Education, Jeonju University, Jeonju, Republic of Korea | [b] Joongbu University, Geumsan Chungnam, Republic of Korea
Correspondence:
[*]
Address for correspondence: Joungmin Kim, PhD., Graduate School of Education, Soonchunhyang University, PO Box 336-745, 22 Soonchunhyang-ro, Asan-si, Chungnam, Republic of Korea. Tel./Fax: +82 41 530 1490; E-mail: [email protected].
Abstract: BACKGROUND/OBJECTIVE:A meta-analysis of randomized controlled trials assessing job-related social skills training (SST) for secondary students with disabilities was conducted in order to examine its effect size (ES). METHODS:Outcome measures from seven studies were analyzed according to subgroups, including type of disability, outcomes, settings, and instruction methods. RESULTS:Results revealed that the overall effect size (ES) was moderate (.56). However, each subgroup revealed different results. Regarding disability, the effect of SST was not significant for students with Down syndrome and learning disabilities. Other disabilities, such as autism spectrum disorders, emotional/behavioral disorders, and intellectual disabilities, showed moderate effect sizes. Social skills outcomes produced the largest effect size. Regarding the setting, a school was a better place to meet students’ needs as compared to other facilities or work-sites for job-related SST. This was evidenced by direct instruction at schools showing the largest effect size among instructional methods. CONCLUSION:The current study provides valuable information regarding the present status and future direction of studies investigating job-related SST for secondary students with disabilities.
Keywords: Social skills training, job, secondary students with disabilities, meta-analysis
