Evaluating Visual Activity Schedules as Evidence-Based Practice for Individuals with Autism Spectrum Disorders
Evaluating Visual Activity Schedules as Evidence-Based Practice for Individuals with Autism Spectrum Disorders
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DOI：
10.1007/s10803-014-2201-z
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发表时间：
2015-01-01
影响因子：
3.9
通讯作者：
Spriggs, Amy D.
中科院分区：
文献类型：
--
作者：
Knight, Victoria;Sartini, Emily;Spriggs, Amy D.
对 1993 年至 2013 年间发表的文章进行了全面审查，以使用 Horner 等人制定的当前基于证据的标准来评估视觉活动时间表 (VAS) 文献的质量。 （《儿童》除外 71:165-179, 2005）。作者试图通过扩展之前综述的结果来确定 VAS 是否可以被视为一种循证实践。共有 31 项研究符合使用 VAS 来治疗自闭症谱系障碍 (ASD) 学生的各种行为的纳入标准。在这些研究中，16 项达到了可接受的质量标准。结果表明，VAS 可以被视为自闭症谱系障碍患者的一种 EBP，尤其是与系统教学程序结合使用时。 VAS 可用于在各种环境（例如普通教育、社区）中提高、维持和推广从学前班到成年的个人的一系列技能。讨论了对使用 VAS 的从业者的影响、局限性以及对未来研究的建议。
A comprehensive review of the literature was conducted for articles published between 1993 and 2013 to evaluate the quality of the Visual Activity Schedules (VAS) literature using current evidence-based criteria developed by Horner et al. (Except Child 71:165-179, 2005). Authors sought to determine whether VAS can be considered an evidence-based practice by expanding on the findings from previous reviews. A total of 31 studies met inclusion criteria for the use of VAS to various behaviors to students with autism spectrum disorder (ASD). Of these studies, 16 met criteria for acceptable quality. Results suggest that VAS can be considered an EBP for individuals with ASD, especially when used in combination with systematic instructional procedures. VAS can be used to increase, maintain, and generalize a range of skills of individuals from preschool through adulthood in a variety of settings (e.g., general education, community). Implications for practitioners using VAS, limitations, and recommendations for future research are discussed.