Educational interventions for children with ASD: A systematic literature review 2008-2013
Educational interventions for children with ASD: A systematic literature review 2008-2013
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DOI：
10.1177/0143034316639638
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发表时间：
2016-06-01
影响因子：
2.3
通讯作者：
Woods, Kevin
中科院分区：
文献类型：
--
作者：
Bond, Caroline;Symes, Wendy;Woods, Kevin
系统的文献综述可以在支持循证实践中发挥关键作用。迄今为止，对自闭症谱系障碍（ASD）患者干预措施的大规模审查主要集中在研究质量上。为了帮助从业人员，本次审查采用了一个更广泛的框架，允许更多地考虑教育效用。在2013年7月至8月期间，检索了20个数据库，以及网络检索和手动检索，以确定2008年至2013年期间发表的ASD干预研究。本次检索共获得6，232篇文章，随后的筛选和评价过程确定了85项最佳证据研究。研究被分成几类，并对个别干预措施进行评估，并将其分为提供最多、中等、一些或少量证据。大多数证据的干预措施往往集中在幼儿和与ASD相关的核心困难上。查明了新出现的趋势，例如越来越多的证据表明需要采取以技术为基础的干预措施和以同侪为中介的干预措施。一个令人鼓舞的发现是，在59%的研究中，干预措施是与学校工作人员一起或由学校工作人员进行的。学校心理学实践的影响，以及选择教育干预措施时要考虑的因素进行了讨论。
Systematic literature reviews can play a key role in underpinning evidence-based practice. To date, large-scale reviews of interventions for individuals with Autism Spectrum Disorder (ASD) have focused primarily on research quality. To assist practitioners, the current review adopted a broader framework which allowed for greater consideration of educational utility. Between July and August 2013, 20 databases were searched, alongside web searches and hand searches, to identify ASD intervention studies published between 2008 and 2013. This search yielded 6,232 articles and the subsequent screening and evaluation process identified 85 best evidence studies. Studies were grouped into categories and individual interventions were assessed and classified as providing most; moderate; some; or a small amount of evidence. Interventions with most evidence tended to focus on younger children and core difficulties associated with ASD. Emerging trends, such as increasing evidence for technology-based interventions and peer-mediated interventions, were identified. An encouraging finding for practitioners is that in 59% of the studies, interventions were undertaken with or by school staff. Implications for school psychology practice as well as factors to consider when selecting educational interventions are discussed.