我们对自闭症学龄前儿童的家庭识字和算术环境有什么了解? 一个系统的审查
Sarah Urban1, Herbert Roeyers2, Lien Peters2
1Research in Developmental Diversity Lab, Department of Experimental-Clinical and Health Psychology, Ghent University, Henri Dunantlaan 2, Ghent, Belgium. sarah.urban@ugent.be.
Journal of autism and developmental disorders
|December 20, 2025
概括
自闭症学龄前儿童通常具有丰富的家庭学习环境 (HLEs),与同龄人差异很小. 需要对HLE进行更多研究.
科学领域:
- 发展心理学 发展心理学
- 自闭症谱系障碍研究研究
- 教育心理学教育心理学
背景情况:
- 自闭症儿童的学业成绩差异很大.
- 学前家庭学习环境 (HLE) 支持神经典型儿童的学术发展.
- 对于自闭症学龄前儿童的HLE并未得到充分理解.
研究的目的:
- 探索自闭症学龄前儿童的HLE.
- 将自闭症学龄前儿童的HLE与他们的神经类型同龄人进行比较.
- 检查HLE,儿童特征和学术技能之间的关系.
主要方法:
- 按照PRISMA指南进行的43项研究的系统审查.
- 搜索的数据库:科学网,PubMed,ERIC,Scopus. 在数据库中进行了搜索.
- 研究了HLE差异,关联和干预结果.
主要成果:
- 家长报告说,他们参与学习活动,并拥有很多书籍.
- 自闭症和神经类型学龄前儿童的HLE之间的差异在考虑语言技能时减少.
- 关于HLE与学术技能的关联的有限和混合的证据;发现了数学的差距.
结论:
- 自闭症学龄前儿童通常经历丰富的HLEs,同龄差异最小.
- 需要进一步研究HLE对学习的短期和长期影响.
- 解决家庭数学研究的差距至关重要.
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