支持自闭症儿童和青少年在学校社会参与的干预措施 (2013-2021)
Lauren M Little1, Samantha R Cohen2, Scott D Tomchek3
1Lauren M. Little, PhD, OTR/L, is Associate Professor, Occupational Therapy, Rush University, Chicago, IL.
概括
本综述总结了支持自闭症儿童和青少年在学校环境中的社会参与的证据. 职业治疗干预可以增强自闭症学生的社会参与和包容性.
科学领域:
- 儿科职业治疗 儿科职业治疗
- 发展心理学是发展心理学.
- 教育心理学教育心理学
背景情况:
- 社会参与对于儿童和青少年的发展和福祉至关重要.
- 自闭症患者在社会参与方面经常面临挑战,特别是在学校环境中.
- 需要基于证据的实践来支持自闭症学生的社会包容.
研究的目的:
- 系统地审查和总结有关支持自闭症儿童和青少年 (出生至18岁) 在学校环境中的社会参与的干预措施的证据.
- 为与自闭症学生的社会参与相关的职业治疗实践和政策提供信息.
主要方法:
- 对现有文献进行系统审查.
- 综合了多次系统性审查的发现.
- 专注于适用于学校环境的干预措施.
主要成果:
- 有证据支持各种职业治疗策略,以改善自闭症学生的社会参与.
- 针对社会技能,同行互动和环境修改的干预措施显示出有希望.
- 积极的结果包括增加参与,改善同行关系和更大的包容性.
结论:
- 职业治疗在促进学校中自闭症儿童和青少年的社会参与方面发挥着至关重要的作用.
- 实施基于证据的干预措施可以带来更好的社会成果和学校经验.
- 需要进一步的研究来完善和扩展有效的社会包容战略.
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