Division TEACCH, Carolina Institute for Developmental Disabilities, University of North Carolina at Chapel Hill, United States.
Autism. 2011 Jan;15(1):114-33. doi: 10.1177/1362361309348070. Epub 2010 Sep 27.
Interventions for autism are increasing being held to standards such as 'evidence-based practice' in psychology and 'scientifically-based research' in education. When these concepts emerged in the context of adult psychotherapy and regular education, they caused considerable controversy. Application of the concepts to autism treatments and special education has raised additional concerns. An analysis of the benefits and limitations of current approaches to empiricism in autism interventions is presented, and suggestions for future research are made.
自闭症的干预措施越来越多地遵循心理学中的“循证实践”和教育学中的“基于科学的研究”等标准。当这些概念出现在成人心理治疗和常规教育的背景下时，引起了相当大的争议。将这些概念应用于自闭症治疗和特殊教育引起了更多的关注。本文分析了当前自闭症干预措施中实证主义方法的优缺点，并提出了未来研究的建议。
