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 2.9 3区 心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL Review Journal of Autism and Developmental Disorders Pub Date : 2024-05-14 DOI:10.1007/s40489-024-00463-0
Emre Deniz, Gill Francis, Carole Torgerson, Umar Toseeb
{"title":"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","authors":"Emre Deniz, Gill Francis, Carole Torgerson, Umar Toseeb","doi":"10.1007/s40489-024-00463-0","DOIUrl":null,"url":null,"abstract":"<p>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 (<i>d</i> = .63) and language skills (<i>d</i> = .40) as well as autistic characteristics (<i>d</i> = − .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.</p>","PeriodicalId":46647,"journal":{"name":"Review Journal of Autism and Developmental Disorders","volume":null,"pages":null},"PeriodicalIF":2.9000,"publicationDate":"2024-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Parent-Mediated Play-Based Interventions to Improve Social Communication and Language Skills of Preschool Autistic Children: A Systematic Review and Meta-analysis\",\"authors\":\"Emre Deniz, Gill Francis, Carole Torgerson, Umar Toseeb\",\"doi\":\"10.1007/s40489-024-00463-0\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>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 (<i>d</i> = .63) and language skills (<i>d</i> = .40) as well as autistic characteristics (<i>d</i> = − .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.</p>\",\"PeriodicalId\":46647,\"journal\":{\"name\":\"Review Journal of Autism and Developmental Disorders\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.9000,\"publicationDate\":\"2024-05-14\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Review Journal of Autism and Developmental Disorders\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.1007/s40489-024-00463-0\",\"RegionNum\":3,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"PSYCHOLOGY, DEVELOPMENTAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Review Journal of Autism and Developmental Disorders","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1007/s40489-024-00463-0","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"PSYCHOLOGY, DEVELOPMENTAL","Score":null,"Total":0}
引用次数: 0

摘要

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。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

摘要图片

查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
Parent-Mediated Play-Based Interventions to Improve Social Communication and Language Skills of Preschool Autistic Children: A Systematic Review and Meta-analysis

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.

求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
CiteScore
8.40
自引率
0.00%
发文量
51
期刊介绍: The Review Journal of Autism and Developmental Disorders publishes original articles that provide critical reviews of topics across the broad interdisciplinary research fields of autism spectrum disorders. Topics range from basic to applied and include but are not limited to genetics, neuroscience, diagnosis, applied behavior analysis, psychopharmacology, incidence, prevalence, etiology, differential diagnosis, treatment, measurement of treatment effects, education, perception and cognition. Topics across the life span are appropriate. In addition, given the high rates of comorbid conditions, the interface of sleep disorders, feeding problems, motor difficulties, ADHD, anxiety, depression and other disorders with autism spectrum disorders are appropriate. The Journal aims for an international audience as reflected in the editorial board.
期刊最新文献
Risk and Influencing Factors for School Absenteeism among Students on the Autism Spectrum—A Systematic Review Trends of Utilizing Telepractice in Adult Training and Coaching for Children with Autism: A Umbrella Review The Relationship Between Adaptive Behaviour and Motor Proficiency—A Systematic Review A Qualitative Systematic Review and Meta-synthesis of Mothers’ Experiences of Parenting Autistic Women and Girls A Systematic Review of Evidence-Based Instruction for Developing Fraction Concepts of Autistic Students and Those with Intellectual and Developmental Disability
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1