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In order to propose intervention methods that can effectively improve the vocational skills of adolescents with autism spectrum disorders, meta-analysis is conducted on 16 research articles in the past twenty years focusing on single-type subjects. The intervention Tau-U effect values of related studies are calculated, and adjustment analysis is made on the subjects' characteristics, intervention types, intervention methods, intervention environment, dependent variables and the degree of matching between intervention objectives and subject characteristics. The results show that the intervention effect of vocational skills of ASD adolescents is overall significant. In terms of participant characteristics, the intervention effect of high- or medium-functioning ASD adolescents was better than that of low-functioning ASD adolescents. The analysis of intervention types showed statistically significant differences, among which the audio cueing method had the strongest intervention effect, and the frequency of mobile device teaching and behavioral skills training increased significantly. The effect of multi-component interventions is the same as that of single interventions, and it shows a good trend in the past five years and has been widely employed. Vocational skill interventions promote the employment of over 10 million persons with ASD in China, which not only helps achieve their economic independence but also is an important means to improve the social happiness index. [ABSTRACT FROM AUTHOR]

Objective: To investigate the effectiveness of a Treatment and Education of Autistic and Related Communication Handicapped Children (TEACCH) intervention in schools for improving independent task performance in children with autism spectrum disorders (ASD). Methods: We screened relevant studies published up to December 2022 from Web of science, ERIC, PsycINFO and other databases using predefined inclusion/exclusion criteria to identify suitable intervention studies for meta‐analysis. Tau‐U effect sizes were calculated for each A‐B comparison extracted from the included experiments. Moderated analyses were conducted to examine the type of intervention (independent variable), intervention target behaviours (dependent variable), participant characteristics, setting characteristics and intervener characteristics. Results: A total of 14 studies (38 participants) met the criteria and were included in the meta‐analysis. The analysis results showed that TEACCH had a significant intervention effect, and the overall intervention effect size was Tau‐U = 0.85[0.77, 0.91]. There were significant differences in the intervention target behaviour variables (p < 0.01), limited variation in the intervention type variables, but no differences in participant characteristics, setting characteristics and intervenor characteristics. Conclusion: The use of TEACCH is effective in improving independent task completion in children with ASD and provides evidence‐based recommendations for its extended use in schools. [ABSTRACT FROM AUTHOR]