我国自闭症谱系障碍儿童社交沟通障碍干预研究的系统评价
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摘要
为评价目前我国自闭症社交沟通障碍干预方法的效果,采用系统分析方法对近十年知网、万方、维普三大数据库相关中文文献进行检索,并使用comprehensive meta-analysisⅡ软件和Tau计算法分别对最终纳入的真实验或准实验研究以及对单一被试研究进行元分析。结果显示:(1)不同干预方法的效果依次为教育干预>医学干预>综合干预;(2)不同干预时机的效果依次为学龄前>小学高年级>小学低年级;(3)不同干预实施者的效果依次为家长参与>专业治疗师>教师;(4)单一被试研究的元分析结果表明近十种教育干预方法(主要为辅助沟通系统)能够有效改善自闭症儿童社交沟通障碍。针对以上研究结果,提出相关建议。
In order to evaluate the effectiveness of the intervention methods for social communication disorders of children with ASD,a systematic review was carried out to retrieve,appraise and synthesize the available evidence on all the Chinese literatures in the CNKI,and Wanfang database within a decade years. Meanwhile,comprehensive meta-analysis Ⅱand Tau calculation method were used to analyze the effect sizes of true experimental studies,quasi-experimental studies and single subject studies.The result revealed:( 1) The effectiveness of different intervention methods can be ranked as: education training > medical intervention > comprehensive intervention.( 2) The best time of intervention was at the preschool( 3) In the aspect of the implementer,interventions with parents' engagement showed the best intervention effect.(4) The meta-analysis of the single subject researches showed that there were nearly ten education intervention methods, which could improve the social communication abilities of children with ASD effectively. Finally,some suggestions were put forward to promote the social communication disorders of children with ASD in China.
In order to evaluate the effectiveness of the intervention methods for social communication disorders of children with ASD,a systematic review was carried out to retrieve,appraise and synthesize the available evidence on all the Chinese literatures in the CNKI,and Wanfang database within a decade years. Meanwhile,comprehensive meta-analysis Ⅱand Tau calculation method were used to analyze the effect sizes of true experimental studies,quasi-experimental studies and single subject studies.The result revealed:( 1) The effectiveness of different intervention methods can be ranked as: education training > medical intervention > comprehensive intervention.( 2) The best time of intervention was at the preschool( 3) In the aspect of the implementer,interventions with parents' engagement showed the best intervention effect.(4) The meta-analysis of the single subject researches showed that there were nearly ten education intervention methods, which could improve the social communication abilities of children with ASD effectively. Finally,some suggestions were put forward to promote the social communication disorders of children with ASD in China.
引文
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[4]连福鑫,王雁.融合环境下自闭症谱系障碍儿童社会交往同伴介入干预研究元分析[J].教育学报,2017(3):79—91.
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[11]李欢,杨爱佳,李登钰,等.循证理念视域下听障儿童言语康复方法研究[J].中国特殊教育,2016(3):36—43.
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[19]王淑荣.自闭症儿童社会交往能力培养策略探析[J].中国特殊教育,2015(7):34—38.
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[21]汪菲.教师与家长对辅助沟通系统认识及运用情况的调查研究[D].上海:华东师范大学,2015.
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[24]杨广学,郭德华,钱旭强.自闭症康复机构教师职业现状调查与分析[J].中国特殊教育,2011(11):66—71.
[25][29][31]傅毅堃,周爱琴,戴琼,等.孤独症谱系障碍儿童综合干预年龄及持续时间对治疗效果影响的探讨[J].中国儿童保健杂志,2016(12):1312—1314.
[27]吕兰秋,钱莹莹,胡燕丽,等.儿童孤独症谱系障碍早期筛查管理模式研究[J].中国儿童保健杂志,2015(12):1313—1315.
[28]奎尔.做·看·听·说——孤独症儿童社会性和沟通能力干预指南[M].北京:华夏出版社,2015:16.
[30]National Research Council. Educating Children With Autism[M]. Washington,DC:National Academy Press,2001:140-172.
[2]吴晋娜.“小朋友画廊”刷屏背后,他们的世界不浪漫[EB/OL]. http://news. gmw. cn/2017-09/09/content_26742238. htm,2017-9-9.
[3]李芳,孙玉梅,邓猛.美国自闭症儿童教育中的循证实践及启示[J].外国教育研究,2015(2):66—78.
[4]连福鑫,王雁.融合环境下自闭症谱系障碍儿童社会交往同伴介入干预研究元分析[J].教育学报,2017(3):79—91.
[5][6]刘鸣.系统评价、meta分析设计与实施方法[M].北京:人民卫生出版社,2011:5—9.
[7][8]胡伟斌,赵斌.关于DSM-V中自闭症谱系障碍诊断标准的思考[J].现代特殊教育,2015(12):12—19.
[9]Kratochwill T R,Hitchcock J,Horner R H,et al. Singlecase Designs Technical Documentation[EB/OL]. http://ies. ed. gov/ncee/wwc-scd. Pdf,2017-11-28.
[10][12][13]张义宾,蒋忠心,张鸿启,等.我国单纯性语言发育迟缓/障碍儿童干预效果的元分析及其启示[J].中国特殊教育,2016(10):19—25.
[11]李欢,杨爱佳,李登钰,等.循证理念视域下听障儿童言语康复方法研究[J].中国特殊教育,2016(3):36—43.
[14][15][17]迈克尔·S.刘易斯—贝克.数据分析概论[M].上海:格致出版社,2014:37—44.
[16]廉启国. Stata数据统计分析教程[M].北京:机械工业出版社,2015:282.
[18]Richard I. Parker,Kimberly J. Vannest,John L. Davis,et al.Combining Nonoverlap and Trend for Single-Case Research:Tau-U[J]. Behavior Therapy,2011(2)::284-299.
[19]王淑荣.自闭症儿童社会交往能力培养策略探析[J].中国特殊教育,2015(7):34—38.
[20][22]中华人民共和国卫生部.儿童孤独症诊疗康复指南(卫办医政发[2010]123号)[J].中国儿童保健杂志,2011(3):289—294.
[21]汪菲.教师与家长对辅助沟通系统认识及运用情况的调查研究[D].上海:华东师范大学,2015.
[23][26]朱楠,黄汉平.特殊儿童发展与学习[M].武汉:武汉大学出版社. 2016:283.
[24]杨广学,郭德华,钱旭强.自闭症康复机构教师职业现状调查与分析[J].中国特殊教育,2011(11):66—71.
[25][29][31]傅毅堃,周爱琴,戴琼,等.孤独症谱系障碍儿童综合干预年龄及持续时间对治疗效果影响的探讨[J].中国儿童保健杂志,2016(12):1312—1314.
[27]吕兰秋,钱莹莹,胡燕丽,等.儿童孤独症谱系障碍早期筛查管理模式研究[J].中国儿童保健杂志,2015(12):1313—1315.
[28]奎尔.做·看·听·说——孤独症儿童社会性和沟通能力干预指南[M].北京:华夏出版社,2015:16.
[30]National Research Council. Educating Children With Autism[M]. Washington,DC:National Academy Press,2001:140-172.