Department of Special Education, Vanderbilt University, Peabody Box 228, Nashville, TN, 37208, USA.
Department of Instruction and Learning, University of Pittsburgh, 5146 Wesley W. Posvar Hall, 230 South Bouquet Street, Pittsburgh, PA, 15260, USA.
J Autism Dev Disord. 2018 Oct;48(10):3261-3272. doi: 10.1007/s10803-018-3591-0.
Interventions designed to decrease problem behavior for students with ASD are critical and may be differentially important for students from minority groups as those students tend to be assigned more negative outcomes related to problem behavior (e.g., suspensions). School-based interventions intended to decrease problem behavior for individuals with ASD were reviewed; 46 articles including 84 single case designs and 87 participants were analyzed regarding participant demographics, settings and implementers, intervention components, and study characteristics. We assessed outcomes for 55 demonstration designs with adequate rigor. Most research was conducted with students in segregated settings and, although race and ethnicity were rarely reported, proportions were different from other reviews in that children from some minority groups were overrepresented.
为 ASD 学生设计的减少问题行为的干预措施至关重要，对于少数民族学生来说可能更为重要，因为这些学生往往与问题行为（例如，停学）相关的负面结果有关。综述了旨在减少 ASD 个体问题行为的基于学校的干预措施；对 46 篇文章进行了分析，其中包括 84 项单一案例设计和 87 名参与者，涉及参与者人口统计学、设置和实施者、干预措施组成部分以及研究特征。我们对 55 个具有足够严格性的演示设计进行了评估。大多数研究都是在隔离环境中对学生进行的，尽管很少报告种族和民族，但与其他综述相比，比例有所不同，因为一些少数民族的儿童比例过高。
