Kasari Connie, Shire Stephanie, Factor Reina, McCracken Caitlin
UCLA Center for Autism Research and Treatment, 760 Westwood Plaza, Los Angeles, CA, 90024, USA,
Curr Psychiatry Rep. 2014 Nov;16(11):512. doi: 10.1007/s11920-014-0512-6.
Researchers have studied many interventions to address the core impairment in social interactions in autism spectrum disorder. We reviewed the social skills intervention literature over the past two years (2012-2014). Social skills intervention studies have increased by 35% over our previous review of 2010-2012. Nearly equal numbers of studies reported results using single subject research designs (n = 29) and group designs (n = 25). Consistent with our previous review, many studies focused on joint attention/joint engagement for young children and interventions addressing peer interactions for older children. Advancements in this review period included more replications of intervention models, longitudinal outcomes, and a focus on minimally verbal children. Notably absent are social interventions for adults, and interventions addressing school-based inclusion. In addition to these target areas, future studies should isolate active ingredients of social interventions, include broader participant representation, and further examine the relation between neural development and behavioral outcomes.
研究人员已经研究了许多干预措施，以解决自闭症谱系障碍中社交互动的核心损伤问题。我们回顾了过去两年（2012 - 2014年）的社交技能干预文献。与我们之前对2010 - 2012年的回顾相比，社交技能干预研究增加了35%。几乎相同数量的研究报告了使用单受试者研究设计（n = 29）和组设计（n = 25）的结果。与我们之前的回顾一致，许多研究关注幼儿的共同注意/共同参与以及针对大龄儿童同伴互动的干预措施。在此回顾期间的进展包括更多干预模型的重复研究、纵向结果以及对极少言语儿童的关注。值得注意的是，缺乏针对成人的社交干预以及针对学校融合的干预措施。除了这些目标领域，未来的研究应该分离出社交干预的有效成分，纳入更广泛的参与者代表性，并进一步研究神经发育与行为结果之间的关系。
