Department of Special Education & Multiple Abilities.
Department of Special Education.
Psychol Bull. 2019 May;145(5):490-507. doi: 10.1037/bul0000190. Epub 2019 Mar 14.
Students with autism spectrum disorder (ASD) are increasingly educated alongside typically developing peers in regular education environments. These students have impairments that may hinder their success in inclusive school settings and require individualized supports to improve outcomes. The purpose of this meta-analysis and best-evidence synthesis is to examine the characteristics of interventions for students with ASD in inclusive settings, offer quantitative analysis of intervention effects, examine potential moderating variables that influence outcomes, analyze the social validity of these interventions, and provide recommendations for practice and future research. The 28 included studies met the What Works Clearinghouse standards for group design and single-case design research. Studies focused mostly on social communication skills, produced moderate to large effects, and were generally found to be socially valid. Function-based interventions, visual supports, self-monitoring strategies, and peer-mediated interventions resulted in mostly large effects, and teacher delivered interventions produced the largest overall effects. More high-quality studies for students with ASD in inclusive school settings are needed to advance evidence-based practice for this population. (PsycINFO Database Record (c) 2019 APA, all rights reserved).
患有自闭症谱系障碍（ASD）的学生越来越多地与普通发展中的同龄人一起在常规教育环境中接受教育。这些学生存在障碍，可能会妨碍他们在包容性学校环境中的成功，并需要个性化的支持来提高成绩。本元分析和最佳证据综合的目的是研究包容性环境中自闭症谱系障碍学生的干预措施的特点，对干预效果进行定量分析，检查影响结果的潜在调节变量，分析这些干预措施的社会有效性，并为实践和未来研究提供建议。28 项纳入的研究符合组间设计和单案例设计研究的 What Works Clearinghouse 标准。这些研究主要集中在社交沟通技能上，产生了中等至较大的效果，并且通常被认为是具有社会有效性的。基于功能的干预、视觉支持、自我监控策略和同伴介导的干预措施产生了主要是大的效果，而教师实施的干预措施产生了最大的总体效果。需要更多针对包容性学校环境中自闭症谱系障碍学生的高质量研究，以推进该人群的循证实践。（PsycINFO 数据库记录（c）2019 APA，保留所有权利）。
