虽杂乱但真实：一项针对学校中自闭症儿童实施社会参与干预的试点研究。
It's Messy but Real: A Pilot Study of the Implementation a Social Engagement Intervention for Children with Autism in Schools.
作者信息
Locke Jill, Kang-Yi Christina, Pellecchia Melanie, Mandell David S
机构信息
University of Washington.
University of Pennsylvania.
出版信息
J Res Spec Educ Needs. 2019 Apr;19(2):135-144. doi: 10.1111/1471-3802.12436. Epub 2018 Aug 19.
Abstract
Social impairment represents one of the most challenging core deficits of autism spectrum disorder (ASD) and greatly affects children's school experiences; however, few evidence-based social engagement programs have been implemented and sustained in schools. This pilot study examined the implementation and sustainment of a social engagement intervention, Remaking Recess, for four elementary-aged children with ASD and four school personnel in two urban public schools. The improved peer engagement and social network inclusion outcomes suggest that Remaking Recess can be feasibly implemented in under resourced public schools with fidelity and has the potential to improve child outcomes for children with ASD.
摘要
社交障碍是自闭症谱系障碍（ASD）最具挑战性的核心缺陷之一，对儿童的学校经历有很大影响；然而，很少有循证社会参与项目在学校中得到实施和持续开展。这项试点研究考察了一项名为“重塑课间休息”的社会参与干预措施在两所城市公立学校中针对四名患有ASD的小学年龄段儿童和四名学校工作人员的实施情况及持续性。同伴参与度和社交网络融入度的改善结果表明，“重塑课间休息”可以在资源不足的公立学校中切实可行地忠实实施，并有可能改善患有ASD儿童的状况。
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