解决自闭症谱系障碍儿童社会问题干预措施的有效性:系统性审查和元分析
Shaoju Jin1, Sheng Xu1, Yu Zhao1
1Faculty of Education, East China Normal University, Shanghai 200062, China.
Behavioral sciences (Basel, Switzerland)
|December 30, 2025
概括
社会问题解决 (SPS) 干预措施显著改善了自闭症谱系障碍 (ASD) 儿童的社会情绪学习 (SEL) 技能. 教师主导的,以学校为基础的课程显示了增强社会能力的最有希望的结果.
科学领域:
- 发展心理学 发展心理学
- 临床心理学 临床心理学
- 特殊教育 特殊教育
背景情况:
- 社会问题解决 (SPS) 对社会情感学习 (SEL) 和适应性功能至关重要.
- 患有自闭症谱系障碍 (ASD) 的儿童经常在社会情感领域面临挑战.
- 需要有效的干预措施来支持ASD儿童的SPS技能.
研究的目的:
- 量化综合关于SPS干预对ASD儿童有效性的证据.
- 确定影响干预结果的因素,如实施背景.
- 检查SPS干预措施对相关SEL技能的影响.
主要方法:
- 对19项组设计研究进行了元分析.
- 研究共有741名患有自闭症的参与者.
- 使用随机效应模型将SPS能力的效应大小组合起来.
主要成果:
- 发现SPS干预对SPS能力具有显著的,中度的整体影响 (科恩d = 0.53).
- 教师主导的,以学校为基础的干预措施比研究人员主导的,非学校干预措施更有强烈的影响.
- SPS干预导致社会技能,情绪识别,思维理论和执行功能中等至大程度的改善.
结论:
- SPS干预措施在增强ASD儿童的社会情感发展方面是有效的.
- 生态有效性,特别是通过以学校为基础的,由教师领导的方法,对于干预成功至关重要.
- 进一步的研究应侧重于严格的设计,实施忠实性和自然环境中的可持续性.
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