Whalon Kelly J, Conroy Maureen A, Martinez Jose R, Werch Brittany L
College of Education, Florida State University, 1114 W. Call Street, P.O. Box 3064450, Tallahassee, FL, 32306-4450, USA,
J Autism Dev Disord. 2015 Jun;45(6):1513-31. doi: 10.1007/s10803-015-2373-1.
The purpose of this review was to critically examine and summarize the impact of school-based interventions designed to facilitate the peer-related social competence of children with autism spectrum disorder (ASD). Reviewed studies employed a single-case experimental design, targeted peer-related social competence, included children 3-12 years old with an ASD, and took place in school settings. Articles were analyzed descriptively and using the evaluative method to determine study quality. Additionally, effect size estimates were calculated using nonoverlap of all pairs method and Tau-U. A total of 37 studies including 105 children were reviewed. Overall, ES estimates ranged from weak to strong, but on average, the reviewed interventions produced a moderate to strong effect, and quality ratings were generally in the acceptable to high range. Findings suggest that children with ASD can benefit from social skill interventions implemented with peers in school settings.
本综述的目的是批判性地审视和总结旨在促进自闭症谱系障碍（ASD）儿童与同伴相关的社会能力的校本干预措施的影响。所审查的研究采用单病例实验设计，以与同伴相关的社会能力为目标，纳入了3至12岁的ASD儿童，并在学校环境中进行。对文章进行了描述性分析，并使用评估方法来确定研究质量。此外，使用所有配对非重叠法和Tau-U计算效应量估计值。共审查了37项研究，涉及105名儿童。总体而言，效应量估计值从弱到强不等，但平均而言，所审查的干预措施产生了中等至强烈的效果，质量评级总体处于可接受至较高范围。研究结果表明，ASD儿童可以从在学校环境中与同伴一起实施的社交技能干预中受益。
