对于自闭症谱系障碍儿童的PEERS®课程:一个范围审查
Sydney Rants1, Kaci Bradish1, Hannah Conlin1
1Department of Occupational Therapy, Drake University, Des Moines, USA.
Physical & occupational therapy in pediatrics
|May 24, 2024
概括
关系技能教育和丰富计划 (PEERS®) 显示了改善自闭症谱系障碍 (ASD) 的幼儿社会技能的希望. 需要进一步的研究来证实这些积极的发现,在这个年龄组.
科学领域:
- 发展心理学 发展心理学
- 临床心理学 临床心理学
- 自闭症谱系障碍研究研究
背景情况:
- 该PEERS®计划有效地提高了ASD青少年的社会技能.
- 关于PEERS®在患有自闭症的幼儿 (4-7岁) 疗效的研究有限.
- 缺少证据需要对PEERS®对幼儿ASD干预进行审查.
研究的目的:
- 进行范围审查,评估PEERS®计划对患有自闭症的幼儿的有效性.
- 评估现有证据,以评估这一群体社会技能发展的现有证据.
主要方法:
- 一项全面的文献搜索发现了97篇文章.
- 在选择相关研究时,采用了包含和排除的标准.
- 审查中包括了四篇包含III和IV级证据的文章.
主要成果:
- 所有审查的研究都显示了社会技能发展的积极结果.
- 一项研究报告说,社会技能在统计学上有显著改善,问题行为减少.
- 有证据表明,PEERS®可以使ASD幼儿的社交技能受益.
结论:
- 该PEERS®计划证明了在患有自闭症的幼儿 (4-7岁) 中提高社会技能的潜力.
- 建议使用更大的样本大小和强大的方法进行进一步研究.
- 未来的研究应该考虑外部因素,并使用随机化和盲目化.
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