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Teaching Reading Skills to Individuals with Autism and/or Intellectual Disabilities Using Computer-Assisted Instruction: a Systematic Review 使用计算机辅助教学教授自闭症和/或智障人士阅读技能:系统综述
IF 3.8 3区 心理学 Q1 Neuroscience Pub Date : 2024-05-31 DOI: 10.1007/s40489-024-00465-y
Olivia Kurzeja, Samantha Flynn, Corinna F. Grindle, Daniel Sutherland, Richard P. Hastings

Reading is an essential life skill that can lead to independence. However, many individuals with autism and/or intellectual disabilities find this skill difficult to acquire. Computer-assisted instruction (CAI) is one approach that combines recommended reading elements (e.g., phonics, fluency, and comprehension) with evidence-based teaching strategies to support the development of reading skills. The first aim of this systematic review (PROSPERO: CRD42021253686) was to identify CAI reading programs and their effectiveness for individuals with autism and/or intellectual disability. A second aim was to evaluate the views and experiences of those with autism and/or intellectual disability, their teachers, and other stakeholders about CAI reading programs. Electronic searches of 7 databases identified a total of 3539 records for review, with 262 full-text articles evaluated, and 47 papers included in the review for data extraction and quality appraisal. The review identified both single-component and multicomponent CAI reading programs that were commercially available interventions (e.g., Headsprout©, ABRACADABRA) and bespoke interventions (e.g., personalized e-books). Thirty-four of the 47 studies reported positive outcomes in terms of effectiveness. However, the quality of these studies was often poor, and the description of the interventions was often limited (e.g., rationale for the intervention, who delivered it and how), leading to concerns about the rigor of the evidence base. Stakeholders’ views and experiences were reported in half of the evaluated studies. CAI reading programs were reported as enjoyable and easy to use. They were considered effective by the stakeholders. Further research is needed to develop and explore the effectiveness of CAI reading interventions using rigorous study designs, so that individuals with autism and/or intellectual disability can be provided with access to a wider range of evidence-based reading programs.

阅读是一项基本的生活技能,它可以使人独立。然而,许多患有自闭症和/或智障的人发现这项技能很难掌握。计算机辅助教学(CAI)是一种方法,它将推荐的阅读要素(如语音、流利性和理解能力)与循证教学策略相结合,以支持阅读技能的发展。本系统性综述(PROSPERO:CRD42021253686)的第一个目的是确定 CAI 阅读计划及其对自闭症和/或智障人士的有效性。第二个目的是评估自闭症和/或智障人士、其教师以及其他利益相关者对 CAI 阅读项目的看法和经验。通过对 7 个数据库进行电子检索,共发现了 3539 条审查记录,对 262 篇全文文章进行了评估,并将 47 篇论文纳入审查范围进行数据提取和质量评估。综述确定了单组分和多组分 CAI 阅读计划,其中既有商业干预(如 Headsprout©、ABRACADABRA),也有定制干预(如个性化电子书)。47 项研究中有 34 项报告了积极的效果。然而,这些研究的质量往往很差,对干预措施的描述往往很有限(例如,干预措施的原理、由谁实施以及如何实施),导致人们对证据基础的严谨性产生担忧。半数受评研究报告了利益相关者的观点和经验。据报告,CAI 阅读计划令人愉悦且易于使用。利益相关者认为它们很有效。需要进一步开展研究,利用严格的研究设计来开发和探索 CAI 阅读干预的有效性,从而为自闭症和/或智障人士提供更广泛的循证阅读计划。
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引用次数: 0
Aquatic Interventions to Improve Motor and Social Functioning in Children with ASD: A Systematic Review 改善 ASD 儿童运动和社交功能的水上干预:系统回顾
IF 3.8 3区 心理学 Q1 Neuroscience Pub Date : 2024-05-22 DOI: 10.1007/s40489-024-00464-z
Patty van t Hooft, J. Moeijes, Catharina Hartman, J. V. van Busschbach, Esther Hartman
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引用次数: 0
Characterisation of Sleep Problems in Angelman Syndrome: A Systematic Review 安杰尔曼综合征睡眠问题的特征:系统回顾
IF 3.8 3区 心理学 Q1 Neuroscience Pub Date : 2024-05-18 DOI: 10.1007/s40489-024-00458-x
Nakita O’Rourke, Ross Haverty, Arlene Mannion, Sally Whelan, Geraldine Leader

Studies have reported high prevalence rates of sleep problems in Angelman Syndrome (AS), relating to abnormal sleep–wake cycles and reduced sleep duration. This systematic review aimed to characterise sleep problems in AS, investigate how they are assessed and identify the treatments/interventions prescribed. A systematic search of PsycINFO, PubMed and Psychology & Behavioral Sciences Collection was conducted using pre-determined search terms. Relevant studies published between 2016 and mid-2020 were included to expand on earlier reviews. Seven articles quantifying sleep problems, assessment and treatment/intervention in children and adults with AS were reviewed (N = 266). Findings demonstrated reduced total sleep duration (M = 538 min), longer night-awakenings (M = 67 min) and reduced sleep efficiency (78%) in AS compared with typically developing peers. Medication was highly prescribed historically/currently (n = 176, 66.2%). This review highlights the clinically significant presence of sleep problems with the majority of individuals requiring medical intervention. Decreased sleep duration, sleep efficiency and increased night-awakenings represent the most significant sleep problems across studies. Findings suggest sleep problems begin in infancy but improve in adulthood. This finding should be considered with caution as only two studies included an adult sample. Priorities for future research should focus on longitudinal studies to determine whether sleep problems improve with age in AS.

研究报告显示,安杰尔曼综合症(AS)患者的睡眠问题发生率很高,与睡眠-觉醒周期异常和睡眠时间缩短有关。本系统综述旨在描述安杰尔曼综合症患者睡眠问题的特征,调查如何评估这些问题,并确定所采取的治疗/干预措施。我们使用预先确定的检索词对 PsycINFO、PubMed 和 Psychology & Behavioral Sciences Collection 进行了系统检索。纳入了 2016 年至 2020 年中期发表的相关研究,以扩展之前的综述。共审查了七篇文章,这些文章对患有强直性脊柱炎的儿童和成人的睡眠问题、评估和治疗/干预进行了量化(N = 266)。研究结果表明,与发育正常的同龄人相比,强直性脊柱炎患者的总睡眠时间缩短(M = 538 分钟),夜醒时间延长(M = 67 分钟),睡眠效率降低(78%)。历史/当前处方药物较多(n = 176,66.2%)。本研究强调了临床上存在的严重睡眠问题,其中大多数人需要医疗干预。睡眠时间缩短、睡眠效率降低和夜醒次数增加是各项研究中最显著的睡眠问题。研究结果表明,睡眠问题始于婴儿期,但在成年后会有所改善。由于只有两项研究包含成人样本,因此应谨慎考虑这一发现。未来研究的重点应放在纵向研究上,以确定强直性脊柱炎患者的睡眠问题是否会随着年龄的增长而改善。
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引用次数: 0
Parent-Mediated Play-Based Interventions to Improve Social Communication and Language Skills of Preschool Autistic Children: A Systematic Review and Meta-analysis 改善学龄前自闭症儿童社交沟通和语言技能的家长主导型游戏干预:系统回顾与元分析
IF 3.8 3区 心理学 Q1 Neuroscience Pub Date : 2024-05-14 DOI: 10.1007/s40489-024-00463-0
Emre Deniz, Gill Francis, Carole Torgerson, Umar Toseeb

Play-based interventions are gaining popularity amongst autistic children. Parents are uniquely placed to deliver these interventions as they are most familiar with their child’s strengths and challenges. Accordingly, reporting the effectiveness of play-based interventions and/or parent-delivered or mediated early-year interventions have been popular topics in the literature in the last decade. Despite this, little is known about the efficacy of parent-mediated play-based interventions on the developmental outcomes of autistic children. To close this gap in knowledge, we conducted a systematic review and meta-analysis of randomised controlled trials and quasi-experiments focusing on social communication skills, language skills, and autistic characteristics of preschool autistic children (0–6-year-old) in non-educational settings. Overall, 26 studies met the inclusion criteria 21 of which were included in the synthesis. Of the included studies, 20 studies reported social communication skills, 15 studies reported language skills, and 12 studies reported autistic characteristics. Pooling effect sizes across the included studies showed that parent-mediated play-based interventions were effective on social communication (d = .63) and language skills (d = .40) as well as autistic characteristics (d = − .19) of preschool autistic children. Our findings suggest that parent-mediated play-based interventions hold promise for improving social functioning and related autistic characteristics for preschool autistic children.

游戏式干预在自闭症儿童中越来越受欢迎。家长最熟悉自己孩子的长处和面临的挑战,因此在实施这些干预措施方面具有得天独厚的优势。因此,报告基于游戏的干预和/或由家长提供或调解的早期干预的有效性是过去十年文献中的热门话题。尽管如此,人们对以游戏为基础的家长干预对自闭症儿童发展结果的有效性知之甚少。为了填补这一知识空白,我们对随机对照试验和准实验进行了系统回顾和荟萃分析,这些试验和准实验主要关注非教育环境中学龄前自闭症儿童(0-6 岁)的社会交往技能、语言技能和自闭症特征。共有 26 项研究符合纳入标准,其中 21 项被纳入综合研究。在纳入的研究中,20 项研究报告了社交沟通技能,15 项研究报告了语言技能,12 项研究报告了自闭症特征。汇总所有纳入研究的效应大小显示,以游戏为基础的家长干预对学龄前自闭症儿童的社会沟通(d = .63)和语言技能(d = .40)以及自闭症特征(d = - .19)均有效。我们的研究结果表明,以游戏为基础的家长干预有望改善学龄前自闭症儿童的社会功能和相关自闭症特征。
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引用次数: 0
Autistic Women’s Experiences of the Perinatal Period: A Systematic Mixed Methods Review 自闭症妇女的围产期经历:系统性混合方法综述
IF 3.8 3区 心理学 Q1 Neuroscience Pub Date : 2024-05-11 DOI: 10.1007/s40489-024-00461-2
Verity Westgate, Olivia Sewell, Doretta Caramaschi, Heather O’Mahen

The perinatal period has challenges for autistic women. This review synthesises evidence on the experiences of autistic women during the perinatal period. This mixed methods evidence synthesis followed JBI guidance for mixed methods systematic reviews. The Mixed Methods Appraisal Tool assessed study quality. Thematic analysis was used to synthesise findings. Thirteen studies were included. Themes identified included sensory demands of the perinatal period are frequently overwhelming; experiencing healthcare as an autistic person is challenging; parenting as an autistic mother has difficulties but also rewards; predictability and control are important in labour and birth. Individualised care with reasonable adjustments can make a difference to the perinatal experiences of autistic women. Despite challenges, autistic women also have many strengths as mothers.

围产期对自闭症妇女来说是一个挑战。本综述综合了有关自闭症妇女围产期经历的证据。该混合方法证据综述遵循了 JBI 混合方法系统综述指南。混合方法评估工具对研究质量进行了评估。采用主题分析法对研究结果进行综合。共纳入 13 项研究。确定的主题包括:围产期的感官需求常常令人难以承受;作为自闭症患者,体验医疗保健服务具有挑战性;作为自闭症母亲,养育子女既有困难,也有收获;可预测性和控制性在分娩和生产过程中非常重要。合理调整的个性化护理可以改善自闭症妇女的围产期经历。尽管存在挑战,但作为母亲,自闭症妇女也有很多优点。
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引用次数: 0
Application of the Acceptance and Commitment Therapy in Autism Spectrum Disorder and Their Caregivers: A Scoping Review 接纳与承诺疗法在自闭症谱系障碍及其照顾者中的应用:范围综述
IF 3.8 3区 心理学 Q1 Neuroscience Pub Date : 2024-05-06 DOI: 10.1007/s40489-024-00460-3
Dazhi Yao, Jiayi Chen, Jianqin Cao, Shuanglan Lin, Shuai Yuan, Mian Wang, Quanzhi Zhang

The global prevalence of autism spectrum disorder (ASD) is increasing, leading to long-term challenges for both individuals with ASD and their parents. To address these issues, Acceptance and Commitment Therapy (ACT) has emerged as a promising approach. This scoping review aimed to examine the existing literature on the application of ACT in the field of ASD. A systematic search of databases including PubMed, PsycINFO, and Scopus yielded 18 articles that met the inclusion criteria. In conclusion, ACT holds promise as a therapeutic intervention for individuals with ASD and their parents. Nonetheless, further research is necessary to explore its effectiveness and determine the most suitable strategies for adapting the intervention to meet the unique needs of this population.

自闭症谱系障碍(ASD)在全球的发病率越来越高,给自闭症谱系障碍患者及其家长带来了长期的挑战。为解决这些问题,接纳与承诺疗法(ACT)已成为一种很有前景的方法。本范围综述旨在研究有关接纳与承诺疗法在 ASD 领域应用的现有文献。通过对包括PubMed、PsycINFO和Scopus在内的数据库进行系统检索,共获得18篇符合纳入标准的文章。总之,ACT 有望成为 ASD 患者及其父母的治疗干预措施。尽管如此,仍有必要开展进一步的研究,以探索其有效性,并确定最适合的干预策略,以满足这一人群的独特需求。
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引用次数: 0
Correction to: to the Roots of Theory of Mind Deficits in Autism Spectrum Disorder: A Narrative Review 更正:自闭症谱系障碍中心智理论缺陷的根源:叙事回顾
IF 3.8 3区 心理学 Q1 Neuroscience Pub Date : 2024-04-25 DOI: 10.1007/s40489-024-00459-w
Katarína Polónyiová, Joanna Kruyt, Daniela Ostatníková
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引用次数: 0
Examining Autism Spectrum Using the Attention Network Test: A Meta-Analysis 利用注意力网络测试研究自闭症谱系:元分析
IF 3.8 3区 心理学 Q1 Neuroscience Pub Date : 2024-04-18 DOI: 10.1007/s40489-024-00454-1
Samantha R. Good, Swasti Arora, Jeanne Townsend, Lisa Mash, Raymond M. Klein

Attentional deficits are common in autism spectrum disorder. This project aimed to assess three attentional networks (alerting, orienting, and executive control). We conducted a Bayesian hierarchical meta-analysis of studies that implemented the Attention Network Test or its variants to explore whether autistic individuals exhibited differences in the networks of attention when compared to typically developing controls. Ten studies were included in our analysis, comprising 421 children and adults with the age ranging from 4 to 58 years (M = 16.79). Through a Bayesian analysis, we find weak evidence that autistic participants are overall slower to respond than controls. Further between group comparisons suggest differences in the orienting and executive control networks.

注意缺陷是自闭症谱系障碍的常见症状。本项目旨在评估三个注意网络(警觉、定向和执行控制)。我们对采用注意力网络测试或其变体的研究进行了贝叶斯分层荟萃分析,以探讨自闭症患者的注意力网络与发育正常的对照组相比是否存在差异。我们的分析共纳入了 10 项研究,包括 421 名儿童和成人,年龄从 4 岁到 58 岁不等(M=16.79)。通过贝叶斯分析,我们发现有微弱证据表明,自闭症参与者的反应速度总体上比对照组慢。进一步的组间比较表明,定向和执行控制网络存在差异。
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引用次数: 0
Improving Outcomes for Adults with ASD by Targeting Meaningful Skill Acquisition Goals: A Review of the Literature and Available Assessments and Curricula 通过锁定有意义的技能习得目标来改善 ASD 成人的成果:文献及现有评估和课程综述
IF 3.8 3区 心理学 Q1 Neuroscience Pub Date : 2024-04-12 DOI: 10.1007/s40489-024-00441-6
Shanna Bahry, Peter F. Gerhardt, Mary Jane Weiss, Natalie M. Driscoll, Justin B. Leaf, Kevin M. Ayres, Jessica Cauchi

Outcomes in adulthood for individuals diagnosed with autism spectrum disorder (ASD) are poor in every area assessed (e.g., postsecondary education, employment, living arrangements, health and safety). As such, it is critical that interventions target the best outcomes across the lifespan and improve the overall quality of life. Given that targeting meaningful skill-acquisition goals can help affect positive changes in these outcomes, the intention of this paper was to conduct a systematic literature review of the research examining what has been done to improve the quality of goals written by educational and behavior analytic practitioners. However, the literature review yielded so few references that the focus of this paper shifted to an examination of available assessment and curriculum tools that help practitioners to write meaningful goals. Implications and recommendations for guiding clinical practice and research questions are discussed.T

被诊断为自闭症谱系障碍(ASD)的患者成年后在每个评估领域(如中学后教育、就业、生活安排、健康和安全)的结果都很差。因此,至关重要的是,干预措施应针对整个生命周期的最佳结果,并提高整体生活质量。鉴于有针对性地制定有意义的技能习得目标有助于影响这些结果的积极变化,本文旨在对相关研究进行系统的文献综述,研究如何提高教育和行为分析从业人员所撰写目标的质量。然而,文献综述的参考文献非常少,因此本文的重点转移到了对现有评估和课程工具的研究上,这些工具有助于从业人员撰写有意义的目标。本文讨论了指导临床实践和研究问题的意义和建议。
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引用次数: 0
Strengths-Based Approaches to Autism Language and Communications Research: Where Are We? 以优势为基础的自闭症语言与沟通研究方法:我们在哪里?
IF 3.8 3区 心理学 Q1 Neuroscience Pub Date : 2024-04-11 DOI: 10.1007/s40489-024-00455-0
Grace Joplin Ferreira, Jay Getten, Henri Pesonen
{"title":"Strengths-Based Approaches to Autism Language and Communications Research: Where Are We?","authors":"Grace Joplin Ferreira, Jay Getten, Henri Pesonen","doi":"10.1007/s40489-024-00455-0","DOIUrl":"https://doi.org/10.1007/s40489-024-00455-0","url":null,"abstract":"","PeriodicalId":46647,"journal":{"name":"Review Journal of Autism and Developmental Disorders","volume":null,"pages":null},"PeriodicalIF":3.8,"publicationDate":"2024-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140716124","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
期刊
Review Journal of Autism and Developmental Disorders
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