Xueqin Qian, Sheryl A. Larson, and Renáta Tichá, Institute on Community Integration, University of Minnesota, Minneapolis; Roger Stancliffe, University of Sydney, Lidcombe, NSW, 1825, Australia; and Sandra L Pettingell, Institute on Community Integration, University of Minnesota, Minneapolis.
Am J Intellect Dev Disabil. 2019 Mar;124(2):157-173. doi: 10.1352/1944-7558-124.2.157.
Two non-U.S. quasi-experimental studies reported Active Support training was associated with increased engagement in individuals with IDD, but no randomized controlled trials (RCTs) exist. We evaluated effects of Active Support training on staff assistance, and social and nonsocial engagement in 75 individuals with intellectual and developmental disabilities (IDD) in U.S. group homes. We detected no significant effects of active support training. Individuals with more skills and less challenging behavior engaged more in nonsocial activities. Younger individuals with more skills living in homes with fewer staff changes were more socially engaged. Factors associated with nonsocial engagement mirrored those reported in Qian, Tichá, Larson, Stancliffe, & Wuorio, (2015) . Staffing-related implementation challenges and statistical power limited our ability to detect differences.
两项非美国的准实验研究报告称，积极支持培训与智障人士的参与度增加有关，但目前尚无随机对照试验（RCT）。我们评估了积极支持培训对美国群体家庭中 75 名智障人士的员工协助、社会和非社会参与的影响。我们没有发现积极支持培训有显著效果。技能更多、行为挑战更少的个体更多地参与非社会活动。技能更多、生活在员工变动较少的家庭中的年轻个体更具社交性。与非社会参与相关的因素反映了 Qian、Tichá、Larson、Stancliffe 和 Wuorio（2015）的报告。人员配备相关的实施挑战和统计能力限制了我们发现差异的能力。
