ABSTRACT

This study systematically examined the effects of parent-implemented interventions on the generalization and maintenance of social communication skills in children with developmental disabilities. Single-case design studies conducted in South Korea were collected through major academic databases, and 10 studies meeting predefined criteria and CEC (2014) quality indicators were selected for analysis. Each study was coded for elements related to generalization, maintenance, and instructional strategies, and Tau-U values were calculated to assess effect sizes. Among the seven studies that assessed generalization, training in natural settings and transitioning to natural reinforcement were the most frequently used strategies. Comparisons between baseline and generalization phases showed large effects (Tau-U = 0.71-1.00), whereas comparisons between intervention and generalization phases showed smaller effects (Tau-U = -0.03-0.43). Nine studies evaluated maintenance, with baseline vs. maintenance comparisons showing moderate to large effects (Tau-U = 0.61-1.00), and intervention vs. maintenance comparisons ranging widely (Tau-U = -0.61-0.95). These findings support the effectiveness of parent-implemented interventions in promoting social communication skills and highlight the importance of designing sustainable interventions that ensure generalization and maintenance of treatment effects.

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