在COVID-19大流行期间远程与面对面的学校教育以及自闭症谱系儿童的内化症状
Audrey Courreges1, Chrystyna D Kouros1, Naomi V Ekas2
1Department of Psychology, Southern Methodist University, PO Box 750442, Dallas, TX, 75275, USA.
Research in autism spectrum disorders
|November 27, 2023
概括
这就是COVID-19大流行.
科学领域:
- 神经发育障碍 神经发育障碍
- 儿童和青少年心理学 儿童和青少年心理学
- 疫情对教育教育的影响.
背景情况:
- 由于COVID-19的流行,自闭症儿童的教育受到影响.
- 研究调查了自闭症青少年的流行病相关焦虑和抑郁症状.
- 检查了学校格式与心理健康结果之间的关联.
研究的目的:
- 为了确定COVID-19大流行期间的学校格式 (远程,亲自/混合,家庭学校) 是否预测了自闭症儿童的焦虑和抑郁症状.
- 评估疫情前的同伴受害和自闭症特征是否调节了这些关联.
- 了解大流行对自闭症儿童心理健康的影响,控制基线功能.
主要方法:
- 长度研究81名口语流利的自闭症儿童 (平均年龄14.71岁,77.8%男性) 没有智力障碍.
- 2020年10月收集的有关学校形式的数据.
- 控制了疫情前的焦虑和抑郁症状,同伴受害和自闭症症状特征.
主要成果:
- 学校格式在疫情期间不是焦虑或抑郁症状的重要预测因素.
- 流行病前的症状水平是流行病相关焦虑和抑郁症状的唯一显著预测因素.
- 学校格式没有解释除了大流行前的功能之外的症状的额外变异.
结论:
- 疫情期间的学校格式对自闭症儿童的焦虑和抑郁症状没有显著的影响.
- 流行病前的功能是理解流行病相关的心理健康结果的关键因素.
- 未来的研究应该在评估大流行对自闭症人口的影响时考虑基线特征.
相关概念视频
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