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在学校环境中对自闭症谱系障碍的叙述系统审查查工具

Lucy J McCann¹, Rinad Bakhti², Nishani Fonseka³

¹Department of Twin Research & Genetic Epidemiology, King's College London, London, UK lucy.mccann@nhs.net.

|January 8, 2026

概括

在学校进行早期自闭症查对于更好的结果至关重要. 这次审查发现,全球工具多样化,对不同人群的有效性数据有限,突出了对标准化,验证方法的需求.

科学领域:

儿童心理学儿童心理学
发育儿科发育儿科
教育心理学教育心理学

背景情况:

早期发现自闭症谱系障碍 (ASD) 对于改善儿童的教育和健康发展轨迹至关重要.
基于学校的查为识别可能受益于早期干预的儿童提供了一个实际的环境.

研究的目的:

系统地审查全球学校为4至16岁儿童的ASD查工具.
分析这些工具的性能,并探索跨社会人口群体的差异.

主要方法:

2011年至2024年间发表的研究的叙事系统综述.
在EMBASE,MEDLINE,PsycINFO,Cochrane和Scopus数据库中进行了搜索.
包括全球主流学校环境的研究,使用各种自闭症查工具.

主要成果:

14项研究确定了8种不同的基于学校的自闭症查工具.
查阳性病例的流行率在0.7%至8.5%之间.
灵敏度 (58%-94%) 和特异性 (61%-100%) 不同;没有推单一的工具. 没有研究评估了基于种族或社会经济地位的工具有效性.

结论:

学校的全球自闭症查工具缺乏标准化,并显示出显著的差异.
对于种族和社会经济地位如何影响选工具的有效性,有必要进行更多的研究.
合作对于开发基于证据的普遍查策略和为不同人群验证工具至关重要.

关键词:

公共卫生公共卫生学校学校的学校敏感性和特异性敏感性和特异性

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