School of Psychology, University of Wollongong, Northfields Avenue, Wollongong, NSW, 2522, Australia.
J Autism Dev Disord. 2013 Dec;43(12):2816-29. doi: 10.1007/s10803-013-1829-4.
A six-session higher-functioning autism anti-stigma program incorporating descriptive, explanatory and directive information was delivered to adolescent boys and the impact upon knowledge, attitudes and behavioural intentions towards peers with autism was evaluated. Participants were seventh-, eighth- and ninth-grade students (N = 395) from regular classes in a mainstream school. Two-eighth-grade classes were randomly allocated to the intervention condition and all remaining students were either allocated to the no-intervention peer or no-intervention non-peer condition. The anti-stigma program improved the knowledge and attitudes, but not the behavioural intentions of participants towards their peers with autism. Knowledge and attitudinal changes were maintained at follow-up. There were no spill-over effects of the program to non-targeted students. These results provide some preliminary evidence for the effectiveness of multi-session anti-stigma programs incorporating combined information for adolescent students in inclusive educational environments.
一项为期六节的高功能自闭症反污名计划融入了描述性、解释性和指令性信息，针对青少年男孩进行了实施，并评估了其对自闭症同伴的知识、态度和行为意向的影响。参与者是主流学校常规班的七年级、八年级和九年级学生（N=395）。两个八年级班级被随机分配到干预组，其余所有学生要么被分配到非干预组的同伴中，要么被分配到非干预组的非同伴中。反污名计划提高了参与者对自闭症同伴的知识和态度，但没有改变他们的行为意向。知识和态度的变化在随访中得到了维持。该计划对非目标学生没有溢出效应。这些结果为在包容性教育环境中，针对青少年学生实施结合了多种信息的多节反污名计划的有效性提供了一些初步证据。
