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Career Development for Exceptional Individuals
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Social and Communicative Interventions and Transition Outcomes for Youth with Disabilities

A Systematic Review

Morgen Alwell

Appalachian State University, morgen.alwell{at}umontana.edu

Brian Cobb

Colorado State University

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.

Key Words: youth with disabilities • social skills • communication skills • transition • meta-analysis

This version was published on August 1, 2009

Career Development for Exceptional Individuals, Vol. 32, No. 2, 94-107 (2009)
DOI: 10.1177/0885728809336657
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