系统回顾表明，在有自闭症谱系障碍儿童的包容性学校实施社会沟通干预措施是有效的

Q2 Social Sciences Evidence-Based Communication Assessment and Intervention Pub Date : 2020-06-10 DOI:10.1080/17489539.2020.1764204

Reem Muharib, R. Lang

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引用次数: 0

摘要

(1)在全纳小学环境中，哪些干预措施被用于提高自闭症谱系障碍(ASD)学生的社交行为?(2)全纳小学环境下ASD学生社会交往干预的效果如何?(3)在全纳小学环境中，对ASD学生实施社会交往干预需要哪些资源(即人员、同伴和环境特征)?

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Systematic review suggests social-communication interventions can be effective when implemented in inclusive schools with children with autism spectrum disorders1

(1) What interventions have been used to increase social-communication behaviors of students with autism spectrumdisorders (ASD) in inclusive elementary school settings? (2) What are the outcomes of social-communication interventions for students with ASD in inclusive elementary school settings? (3) What resources (i.e. personnel, peers, and setting characteristics) were required to implement social-communication interventions to students with ASD in inclusive elementary school settings?

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来源期刊

Evidence-Based Communication Assessment and Intervention Social Sciences-Linguistics and Language

CiteScore

1.60

自引率

0.00%

发文量

期刊介绍： Evidence-Based Communication Assessment and Intervention (EBCAI) brings together professionals who work in clinical and educational practice as well as researchers from all disciplines to promote evidence-based practice (EBP) in serving individuals with communication impairments. The primary aims of EBCAI are to: Promote evidence-based practice (EBP) in communication assessment and intervention; Appraise the latest and best communication assessment and intervention studies so as to facilitate the use of research findings in clinical and educational practice; Provide a forum for discussions that advance EBP; and Disseminate research on EBP. We target speech-language pathologists, special educators, regular educators, applied behavior analysts, clinical psychologists, physical therapists, and occupational therapists who serve children or adults with communication impairments.