Tierney Cheryl D, Kurtz Marie, Panchik Ann, Pitterle Kathleen
aDivision of Pediatric Rehabilitation and Development, Penn State Hershey Children's Hospital bPenn State Hershey Children's Hospital, Hershey cSouth Hanover Elementary School, Lower Dauphin School District, Hummelstown, Pennsylvania, USA.
Curr Opin Pediatr. 2014 Apr;26(2):259-64. doi: 10.1097/MOP.0000000000000075.
This article provides an analysis of the effectiveness of commonly used interventions for social pragmatic interventions for children with autism spectrum disorder (ASD) and social communication disorders.
Several evidence-based social skills interventions are emerging, including peer mentoring, social skills groups, and video modeling. Social stories are effective as supports for improved interactions but generalization is limited. Research supports the need for multimodality and individualized treatment programs. Research validates that video and visual learning is highly effective with children with ASD when utilized with specific, appropriate targets. Multiple studies have shown that picture-based communication systems are effective at improving functional communication with moderate effects on social communication. Despite limitations in research, there is strong evidence in the existing literature for the role of alternative augmentative communication in improving both functional and social communication.
Social pragmatic interventions when individualized are effective for improving language, adaptive behavior and social skills.
本文分析了常用于自闭症谱系障碍（ASD）和社交沟通障碍儿童的社交语用干预措施的有效性。
一些循证社会技能干预措施正在兴起，包括同伴指导、社交技能小组和视频示范。社交故事作为改善互动的支持手段是有效的，但泛化能力有限。研究支持多模式和个性化治疗方案的必要性。研究证实，当针对特定且合适的目标使用时，视频和视觉学习对ASD儿童非常有效。多项研究表明，基于图片的沟通系统在改善功能性沟通方面有效，对社交沟通有中等程度的影响。尽管研究存在局限性，但现有文献中有充分证据表明替代辅助沟通在改善功能性和社交沟通方面的作用。
个性化的社交语用干预措施在改善语言、适应性行为和社交技能方面是有效的。
