美国孤独症国家标准项目:阶段二的新进展
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摘要
在简介美国国家孤独症中心及其国家标准的项目基础上,本文详细讨论了该项目阶段二的研究在研究团队、研究方法和研究结论方面的新进展。研究团队由3名领导小组成员、27名专家组成员及53名文章评阅人组成。研究项目对2007年至2012年发表的同行评审期刊的研究对象在22岁以下的361项研究进行了分析,并且第一次对研究对象在22岁以上的研究进行了评价分析。评价分析采用的研究工具主要是在阶段一基础上发展而来的科学价值量表、干预效果量表和证据强度分类系统。结果得出14种确立的方法、18种正在出现的方法和13种未确立的方法。最后提出了对该项目的评价和未来发展趋向的展望。
The National Autism Center of America and its National Standard Project are simply introduced.Based on it,the new development in the research team and research methods,and the conclusions of the National Standard Project Phase 2 are discussed.The research team is composed of 3 lead team members,27 specialist members and 53 article reviewers.The research project has analyzed 361 researches published on the peer-reviewed journals between the year 2007 and 2012,in which the age of the individuals are under 22.The research project has also analyzed the researches in which the ages of the individuals are beyond 22 the first time.The analyzing tools are the Scientific Merit Rating Scale,the Intervention Effects Rating Scale and the Strength of Evidence Classification System,which are all developed based on the Phase 1.The project found 14 established methods,18 emerging methods and 13 unestablished methods.At last,the project is evaluated and the future expectations on this project are proposed.
The National Autism Center of America and its National Standard Project are simply introduced.Based on it,the new development in the research team and research methods,and the conclusions of the National Standard Project Phase 2 are discussed.The research team is composed of 3 lead team members,27 specialist members and 53 article reviewers.The research project has analyzed 361 researches published on the peer-reviewed journals between the year 2007 and 2012,in which the age of the individuals are under 22.The research project has also analyzed the researches in which the ages of the individuals are beyond 22 the first time.The analyzing tools are the Scientific Merit Rating Scale,the Intervention Effects Rating Scale and the Strength of Evidence Classification System,which are all developed based on the Phase 1.The project found 14 established methods,18 emerging methods and 13 unestablished methods.At last,the project is evaluated and the future expectations on this project are proposed.
引文
[1]Randolph,Mass.http://www.prnewswire.com/news-releases/national-autism-center-completes-most-comprehensive-reviewof-autism-interventions-300059654.html,2015.11.30.
[2]http://www.mayinstitute.org/about/our_history.html2015.7.6.
[3]Jan Blacher and Lisa Christensen(2011),Sowing the Seeds of the Autism Field:Leo Kanner(1943).Intellectual and Developmental Disabilities:June 2011,Vol.49,No.3,pp.172-191.
[4]National Autism Center.The National Standards Report:Addressing the Need for Evidence-based Practice Guidelines for Autism Spectrum Disorders.Randolph,MA:Author,2009.
[5]National Autism Center.Findings and conclusions:National Standards Project,phase 2.Randolph,MA:Author,2015.4.2.
[6]Roth,Matthew;Gillis,Jennifer;DiGennaro Reed,Florence.A Meta-Analysis of Behavioral Interventions for Adolescents and Adults with Autism Spectrum Disorders.Journal of Behavioral Education.Jun2014,Vol.23Issue 2,p258-286.
[7]Hillier,Ashleigh;Fish,Tom;Siegel,Jeffrey;Beversdorf,David.Social and Vocational Skills Training Reduces Self-reported Anxiety and Depression Among Young Adults on the Autism Spectrum.Journal of Developmental&Physical Disabilities.Jun2011,Vol.23Issue 3,p267-276.
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[16]Koegel,R.L.&Koegel,L.K.(2012).The PRT pocket guide:Pivotal response treatment for autism spectrum disorders.Baltimore,MD:Paul H.Brookes Publishing Co.,Inc.
[17]McClannahan,L.E.,&Krantz,P.J.(2010).Activity schedules for children with autism:Teaching independent behavior(2nd ed.).Bethesda,MD:Woodbine House.
[18]Griffin,S.,Harris,R.,&Hogdon,L.(2013).Teach me with pictures:40fun picture scripts to develop play and communication skills in children on the autism spectrum.London,UK:Jessica Kingsley Publishers.
[19]Baker,B.L.,&Brightman,A.J.(2004).Steps to independence:Teaching everyday skills to children with special needs(4th ed.).Baltimore,MD:Paul H.Brookes Publishing Co.,Inc.
[20]McGinnis,E.(2011).Skillstreaming the elementary school child:A guide for teaching prosocial skills(3rd ed.).Champaign,IL:Research Press Co.
[21]Gray,C.(2010).The new social story book(10th ed.).Arlington,TX:Future Horizons.
[22]Prelock,Patricia A.Meaningful Exchanges for People With Autism:An Introduction to Augmentative&Alternative Communication.Focus on Autism&Other Developmental Disabilities.Fall2007,Vol.22Issue 3,p193-195.
[23]Davis,Tonya;Fuentes,Lisa;Durand,Shannon.Examination of Systematic Durations of Presession Reinforcer Access on Functional Communication Training.Journal of Developmental&Physical Disabilities.Jun2014,Vol.26Issue 3,p263-270.
[24]Staniland,Jessica J.;Byrne,Mitchell K.The Effects of a Multi-Component Higher-Functioning Autism Anti-Stigma Program on Adolescent Boys.Journal of Autism&Developmental Disorders.Dec2013,Vol.43Issue 12,p2816-2829.
[25]Jack Scott,Claudia Clark and Michael P.Brady(2000).Students with autism:Characteristics and Instruction Programming.,San Diego,CA:Singular Publishing Group.P149-150.
[26]游诗然、王中华:《当前社会对自闭症儿童认知的调查研究——以贵阳市为例》,《教育文化论坛》,2015年第2期。
[27]Young,Robyn;Rodi,Melissa.Redefining Autism Spectrum Disorder Using DSM-5:The Implications of the Proposed DSM-5Criteria for Autism Spectrum Disorders.Journal of Autism&Developmental Disorders.Apr2014,Vol.44Issue4,p758-765.
[2]http://www.mayinstitute.org/about/our_history.html2015.7.6.
[3]Jan Blacher and Lisa Christensen(2011),Sowing the Seeds of the Autism Field:Leo Kanner(1943).Intellectual and Developmental Disabilities:June 2011,Vol.49,No.3,pp.172-191.
[4]National Autism Center.The National Standards Report:Addressing the Need for Evidence-based Practice Guidelines for Autism Spectrum Disorders.Randolph,MA:Author,2009.
[5]National Autism Center.Findings and conclusions:National Standards Project,phase 2.Randolph,MA:Author,2015.4.2.
[6]Roth,Matthew;Gillis,Jennifer;DiGennaro Reed,Florence.A Meta-Analysis of Behavioral Interventions for Adolescents and Adults with Autism Spectrum Disorders.Journal of Behavioral Education.Jun2014,Vol.23Issue 2,p258-286.
[7]Hillier,Ashleigh;Fish,Tom;Siegel,Jeffrey;Beversdorf,David.Social and Vocational Skills Training Reduces Self-reported Anxiety and Depression Among Young Adults on the Autism Spectrum.Journal of Developmental&Physical Disabilities.Jun2011,Vol.23Issue 3,p267-276.
[8]Gerhardt,P.F.&Crimmins,D.(Eds.)(2013).Social skills and adaptive behaviors in learners with autism spectrum disorders.Baltimore,MD:Paul H.Brookes Publishing Co.,Inc.
[9]Attwood,T.(2004).Exploring feelings:Anxiety:Cognitive behavior therapy to manage anxiety.Arlington,TX:Future Horizons.
[10]Lovaas,O.I.(2002).Teaching individuals with developmental delays:Basic intervention techniques.Austin,TX:PRO-ED,Inc.
[11]Prelock,P.,McCauley,R.J.,Fey,M.,&Kamhi,A.(Eds)(2012).Treatment of autism spectrum disorders:Evidence-based intervention strategies for communication and social interactions.Baltimore,MD:Paul H.Brookes Publishing Co.Inc.
[12]Murray,S.,&Nolan,B.(2013).Video modeling for young children with autism spectrum disorder:A practical guide for parents and professionals.London,UK:Jessica Kingsley Publishers.
[13]Thompson,T.,&Odom,S.(2011).Individualized autism intervention for young children:Blending discrete trial and naturalistic strategies.Baltimore,MD:Paul H.Brookes Publishing Co.,Inc.
[14]Ingersoll,B.,&Dovortcsak,A.(2010).Teaching social communication to children with autism:A practitioner’s guide to parent training/A manual for parents(2volume set).New York,NY:The guilford Press.
[15]Cater,E.W,Cushing,L.S.,&Kennedy,C.H.(2008).Peer support strategies for improving all students’social lives and learning.Baltimore,MD:Paul H.Brookes Publishing Co.,Inc.
[16]Koegel,R.L.&Koegel,L.K.(2012).The PRT pocket guide:Pivotal response treatment for autism spectrum disorders.Baltimore,MD:Paul H.Brookes Publishing Co.,Inc.
[17]McClannahan,L.E.,&Krantz,P.J.(2010).Activity schedules for children with autism:Teaching independent behavior(2nd ed.).Bethesda,MD:Woodbine House.
[18]Griffin,S.,Harris,R.,&Hogdon,L.(2013).Teach me with pictures:40fun picture scripts to develop play and communication skills in children on the autism spectrum.London,UK:Jessica Kingsley Publishers.
[19]Baker,B.L.,&Brightman,A.J.(2004).Steps to independence:Teaching everyday skills to children with special needs(4th ed.).Baltimore,MD:Paul H.Brookes Publishing Co.,Inc.
[20]McGinnis,E.(2011).Skillstreaming the elementary school child:A guide for teaching prosocial skills(3rd ed.).Champaign,IL:Research Press Co.
[21]Gray,C.(2010).The new social story book(10th ed.).Arlington,TX:Future Horizons.
[22]Prelock,Patricia A.Meaningful Exchanges for People With Autism:An Introduction to Augmentative&Alternative Communication.Focus on Autism&Other Developmental Disabilities.Fall2007,Vol.22Issue 3,p193-195.
[23]Davis,Tonya;Fuentes,Lisa;Durand,Shannon.Examination of Systematic Durations of Presession Reinforcer Access on Functional Communication Training.Journal of Developmental&Physical Disabilities.Jun2014,Vol.26Issue 3,p263-270.
[24]Staniland,Jessica J.;Byrne,Mitchell K.The Effects of a Multi-Component Higher-Functioning Autism Anti-Stigma Program on Adolescent Boys.Journal of Autism&Developmental Disorders.Dec2013,Vol.43Issue 12,p2816-2829.
[25]Jack Scott,Claudia Clark and Michael P.Brady(2000).Students with autism:Characteristics and Instruction Programming.,San Diego,CA:Singular Publishing Group.P149-150.
[26]游诗然、王中华:《当前社会对自闭症儿童认知的调查研究——以贵阳市为例》,《教育文化论坛》,2015年第2期。
[27]Young,Robyn;Rodi,Melissa.Redefining Autism Spectrum Disorder Using DSM-5:The Implications of the Proposed DSM-5Criteria for Autism Spectrum Disorders.Journal of Autism&Developmental Disorders.Apr2014,Vol.44Issue4,p758-765.