教授透视技能的行为干预:范围综述

IF 3.4 3区 心理学 Q1 PSYCHOLOGY, CLINICAL Journal of Contextual Behavioral Science Pub Date : 2024-07-30 DOI:10.1016/j.jcbs.2024.100816
Gisell Andrea Diaz-Borda , Sebastian Garcia-Zambrano , Eileen Pfeiffer Flores
{"title":"教授透视技能的行为干预:范围综述","authors":"Gisell Andrea Diaz-Borda ,&nbsp;Sebastian Garcia-Zambrano ,&nbsp;Eileen Pfeiffer Flores","doi":"10.1016/j.jcbs.2024.100816","DOIUrl":null,"url":null,"abstract":"<div><p>This scoping review examines 29 experimental studies on behavioral interventions aimed at teaching perspective-taking (PT) skills, identified through a comprehensive search strategy (PROSPERO: CRD42021252722) and adhering to the PRISMA-ScR guidelines. The review aimed to (1) identify PT enhancement protocols and their components, (2) assess behavioral measures of protocol efficacy, and (3) describe demographic, bibliometric, and ethical study characteristics. Key findings include a diversity in PT conceptualization aligned with two main theoretical approaches, the Non-Derived and the Derived Response approach, which can hinder comparability. Despite methodological differences, common teaching strategies such as prompting, modeling, and differential reinforcement are prevalent. The results indicate a notable shift from the Non-Derived to the Derived Response approach over time. Most participants were boys under ten with autism or other neurodivergences, and Single-Subject Designs were predominant. Additionally, many studies did not report the geographical origins of participants, which is crucial for understanding the cultural context in perspective-taking research. There were also notable shortcomings in some methodological and ethical aspects, including the lack of participant diversity, insufficient assent from minors, and inadequate reporting of social validity and conflict of interest. The review underscores the need for improved methodological rigor and ethical standards to enhance study comparability and replicability. Future research should calculate effect sizes to provide quantitative measures of intervention effectiveness, thereby advancing the field's understanding of the practical implications of behavioral interventions for PT skills.</p></div>","PeriodicalId":47544,"journal":{"name":"Journal of Contextual Behavioral Science","volume":null,"pages":null},"PeriodicalIF":3.4000,"publicationDate":"2024-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Behavioral interventions for teaching perspective-taking skills: A scoping review\",\"authors\":\"Gisell Andrea Diaz-Borda ,&nbsp;Sebastian Garcia-Zambrano ,&nbsp;Eileen Pfeiffer Flores\",\"doi\":\"10.1016/j.jcbs.2024.100816\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>This scoping review examines 29 experimental studies on behavioral interventions aimed at teaching perspective-taking (PT) skills, identified through a comprehensive search strategy (PROSPERO: CRD42021252722) and adhering to the PRISMA-ScR guidelines. The review aimed to (1) identify PT enhancement protocols and their components, (2) assess behavioral measures of protocol efficacy, and (3) describe demographic, bibliometric, and ethical study characteristics. Key findings include a diversity in PT conceptualization aligned with two main theoretical approaches, the Non-Derived and the Derived Response approach, which can hinder comparability. Despite methodological differences, common teaching strategies such as prompting, modeling, and differential reinforcement are prevalent. The results indicate a notable shift from the Non-Derived to the Derived Response approach over time. Most participants were boys under ten with autism or other neurodivergences, and Single-Subject Designs were predominant. Additionally, many studies did not report the geographical origins of participants, which is crucial for understanding the cultural context in perspective-taking research. There were also notable shortcomings in some methodological and ethical aspects, including the lack of participant diversity, insufficient assent from minors, and inadequate reporting of social validity and conflict of interest. The review underscores the need for improved methodological rigor and ethical standards to enhance study comparability and replicability. Future research should calculate effect sizes to provide quantitative measures of intervention effectiveness, thereby advancing the field's understanding of the practical implications of behavioral interventions for PT skills.</p></div>\",\"PeriodicalId\":47544,\"journal\":{\"name\":\"Journal of Contextual Behavioral Science\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":3.4000,\"publicationDate\":\"2024-07-30\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Contextual Behavioral Science\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S2212144724000966\",\"RegionNum\":3,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"PSYCHOLOGY, CLINICAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Contextual Behavioral Science","FirstCategoryId":"102","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S2212144724000966","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"PSYCHOLOGY, CLINICAL","Score":null,"Total":0}
引用次数: 0

摘要

本范围界定综述通过综合检索策略(PROSPERO:CRD42021252722)并遵循 PRISMA-ScR 指南,对 29 项旨在教授透视(PT)技能的行为干预实验研究进行了研究。综述旨在:(1)识别 PT 增强方案及其组成部分;(2)评估方案有效性的行为测量;(3)描述人口统计学、文献计量学和伦理学研究特征。主要发现包括 PT 概念化的多样性与两种主要理论方法(非衍生和衍生反应方法)相一致,这可能会阻碍可比性。尽管在方法上存在差异,但提示、示范和差异强化等共同的教学策略却普遍存在。研究结果表明,随着时间的推移,"非衍生反应法 "明显向 "衍生反应法 "转变。大多数参与者都是十岁以下患有自闭症或其他神经分裂症的男孩,并且以单主体设计为主。此外,许多研究没有报告参与者的地域来源,而这对于了解透视研究的文化背景至关重要。在一些方法和伦理方面也存在明显不足,包括参与者缺乏多样性、未成年人同意不足以及社会有效性和利益冲突报告不足。综述强调,有必要提高研究方法的严谨性和伦理标准,以增强研究的可比性和可复制性。未来的研究应该计算效果大小,提供干预效果的量化指标,从而促进该领域对 PT 技能行为干预实际影响的理解。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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
Behavioral interventions for teaching perspective-taking skills: A scoping review

This scoping review examines 29 experimental studies on behavioral interventions aimed at teaching perspective-taking (PT) skills, identified through a comprehensive search strategy (PROSPERO: CRD42021252722) and adhering to the PRISMA-ScR guidelines. The review aimed to (1) identify PT enhancement protocols and their components, (2) assess behavioral measures of protocol efficacy, and (3) describe demographic, bibliometric, and ethical study characteristics. Key findings include a diversity in PT conceptualization aligned with two main theoretical approaches, the Non-Derived and the Derived Response approach, which can hinder comparability. Despite methodological differences, common teaching strategies such as prompting, modeling, and differential reinforcement are prevalent. The results indicate a notable shift from the Non-Derived to the Derived Response approach over time. Most participants were boys under ten with autism or other neurodivergences, and Single-Subject Designs were predominant. Additionally, many studies did not report the geographical origins of participants, which is crucial for understanding the cultural context in perspective-taking research. There were also notable shortcomings in some methodological and ethical aspects, including the lack of participant diversity, insufficient assent from minors, and inadequate reporting of social validity and conflict of interest. The review underscores the need for improved methodological rigor and ethical standards to enhance study comparability and replicability. Future research should calculate effect sizes to provide quantitative measures of intervention effectiveness, thereby advancing the field's understanding of the practical implications of behavioral interventions for PT skills.

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
8.50
自引率
18.00%
发文量
82
审稿时长
61 days
期刊介绍: The Journal of Contextual Behavioral Science is the official journal of the Association for Contextual Behavioral Science (ACBS). Contextual Behavioral Science is a systematic and pragmatic approach to the understanding of behavior, the solution of human problems, and the promotion of human growth and development. Contextual Behavioral Science uses functional principles and theories to analyze and modify action embedded in its historical and situational context. The goal is to predict and influence behavior, with precision, scope, and depth, across all behavioral domains and all levels of analysis, so as to help create a behavioral science that is more adequate to the challenge of the human condition.
期刊最新文献
Exploring the interconnectedness of depression, anxiety, diabetes distress, and related psychosocial factors in adults with type 2 diabetes: A network analysis Effects of a randomized controlled trial of mobile app-based Acceptance and Commitment Therapy on depressive symptoms and process variables in college students - Focusing on the mediating effects of acceptance and cognitive defusion- Changes in university students’ behaviour and study burnout risk during ACT-based online course intervention: A mixed methods study Third wave interventions for adolescents with mental health disorders: A systematic review with meta-analysis Capturing the context of drug use for college students: A contextual behavioural science informed qualitative analysis of harm reduction practices using network feedback loops simulation modelling
×
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