Department of Rehabilitation Sciences, The Hong Kong Polytechnic University, Hung Hom, Kowloon, Hong Kong.
Department of Occupational Therapy, School of Primary Health Care, Faculty of Medicine, Nursing and Health Sciences, Monash University, Peninsula Campus, Frankston, VIC, Australia.
J Autism Dev Disord. 2021 Jun;51(6):1894-1908. doi: 10.1007/s10803-020-04683-1.
This study evaluates the efficacy of a school-based social cognitive intervention for children with autism. Seventy-four children and adolescents were taught visually scaffolded, theory of mind-based social skills program. Using a mixed-methods approach, children's social competence was assessed at pre-test and post-test. Compared to a waitlist control group, children in the intervention group demonstrated significantly greater gains on theory-of-mind and social skill measures. Focus groups and interviews were conducted to explore parents' views and generalization of children's social skills across settings. Children's social participation exhibited improvement in home, community, and school settings. The study findings offer promising evidence for a cost-effective program and support of the school-based social skills intervention for children with ASD in Hong Kong context.
本研究评估了一项基于学校的社会认知干预对自闭症儿童的疗效。74 名儿童和青少年接受了基于视觉支架的心理理论社会技能方案的教学。采用混合方法，在预测试和后测试中评估儿童的社会能力。与候补名单对照组相比，干预组的儿童在心理理论和社会技能测量方面表现出显著更大的收益。进行焦点小组和访谈，以探讨父母对儿童社会技能在不同环境中的看法和泛化。儿童的社会参与在家庭、社区和学校环境中均有所改善。研究结果为一项具有成本效益的方案提供了有希望的证据，并支持在香港背景下对自闭症儿童进行基于学校的社会技能干预。
