Perihan Celal, Bicer Ali, Bocanegra Joel
Department of Teaching and Education Studies, Idaho State University, 62 E Terry St, Room 108C, Pocatello, USA.
School of Teacher Education, University of Wyoming, Wyoming Hall, Room 451, Laramie, WY 82071 USA.
School Ment Health. 2022;14(1):153-164. doi: 10.1007/s12310-021-09461-7. Epub 2021 Jun 18.
Anxiety is the most common mental health problem that occurs with Autism Spectrum Disorder (ASD), and due to creating a more inclusive learning environment, children with ASD are placed in general education classrooms. Thus, addressing anxiety problems for children with ASD in school settings become critically important. This systematic review and meta-analysis investigated the current qualities of studies and the effects of school-based interventions for reducing anxiety in children with ASD. The study included six studies with a total of 165 participants. A random-effect meta-analysis yielded a moderate overall effect ( = - 0.58, 95% CI [- 0.96, - 0.20], = - 3.01, < .05) with no significant heterogeneity, (5) = 7.31, = 0.20. Findings of the systematic review indicated that school-based interventions for anxiety problems are still in the early stages, and studies showed significant issues with adaptations of current clinical-based interventions and anxiety measurements to use in school settings for children with ASD. Interpretation of these findings and implications are discussed.
焦虑是自闭症谱系障碍（ASD）中最常见的心理健康问题，由于要营造更具包容性的学习环境，患有ASD的儿童被安置在普通教育班级中。因此，解决学校环境中患有ASD儿童的焦虑问题变得至关重要。这项系统评价和荟萃分析调查了当前研究的质量以及基于学校的干预措施对降低ASD儿童焦虑的效果。该研究纳入了六项研究，共有165名参与者。随机效应荟萃分析产生了中等程度的总体效应（= -0.58，95%置信区间[-0.96，-0.20]，= -3.01，<0.05），无显著异质性，(5)=7.31，=0.20。系统评价的结果表明，针对焦虑问题的基于学校的干预措施仍处于早期阶段，研究显示当前基于临床的干预措施和焦虑测量方法在用于学校环境中的ASD儿童时存在重大问题。讨论了这些发现的解释和意义。
