1Université Pierre et Marie Curie, France.
Autism. 2014 May;18(4):346-61. doi: 10.1177/1362361313476767. Epub 2013 Oct 3.
This article reports the results of a meta-analysis of technology-based intervention studies for children with autism spectrum disorders. We conducted a systematic review of research that used a pre-post design to assess innovative technology interventions, including computer programs, virtual reality, and robotics. The selected studies provided interventions via a desktop computer, interactive DVD, shared active surface, and virtual reality. None employed robotics. The results provide evidence for the overall effectiveness of technology-based training. The overall mean effect size for posttests of controlled studies of children with autism spectrum disorders who received technology-based interventions was significantly different from zero and approached the medium magnitude, d = 0.47 (confidence interval: 0.08-0.86). The influence of age and IQ was not significant. Differences in training procedures are discussed in the light of the negative correlation that was found between the intervention durations and the studies' effect sizes. The results of this meta-analysis provide support for the continuing development, evaluation, and clinical usage of technology-based intervention for individuals with autism spectrum disorders.
本文报告了一项基于技术的自闭症谱系障碍儿童干预研究的荟萃分析结果。我们对使用前后设计评估创新技术干预的研究进行了系统回顾，包括计算机程序、虚拟现实和机器人技术。选定的研究通过台式计算机、交互式 DVD、共享主动表面和虚拟现实提供干预。没有使用机器人技术。结果为基于技术的培训的整体有效性提供了证据。接受基于技术的干预的自闭症谱系障碍儿童的对照研究的后测的总体平均效应量与零显著不同，接近中等大小，d = 0.47（置信区间：0.08-0.86）。年龄和智商的影响不显著。根据干预持续时间和研究效果大小之间发现的负相关，讨论了培训程序的差异。这项荟萃分析的结果为自闭症谱系障碍个体的基于技术的干预的持续开发、评估和临床应用提供了支持。
