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弥合理论与实践之间的差距：基于学校的干预措施的概念化，以提高自闭症谱系小学生及其典型发展同伴的学校参与度。

Closing the Gap Between Theory and Practice: Conceptualisation of a School-Based Intervention to Improve the School Participation of Primary School Students on the Autism Spectrum and Their Typically Developing Peers.

机构信息

Curtin School of Allied Health, Curtin University, Perth, WA, Australia.

Department of Social Work, Education and Community Wellbeing, Northumbria University, Newcastle upon Tyne, UK.

出版信息

J Autism Dev Disord. 2022 Jul;52(7):3230-3245. doi: 10.1007/s10803-021-05362-5. Epub 2021 Dec 4.

DOI:10.1007/s10803-021-05362-5
PMID:34862953
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC9213293/
Abstract

Limited interventions exist that support student's school participation. This paper describes a theoretical model of school participation and the iterative process that led to the development of an intervention that aims to improve the school participation of students on the autism spectrum and their typically developing peers. Literature on autism, school participation and intervention research were integrated to develop a theoretical model. Focus groups, a Delphi study, online surveys, and reference group consultation helped to develop and refine the intervention. A novel school-based intervention was developed. The impetus to develop interventions with a strong theoretical rationale is discussed.

摘要

支持学生参与学校活动的干预措施有限。本文描述了学校参与的理论模型以及导致干预措施发展的迭代过程，该干预措施旨在提高自闭症谱系学生和其普通发展同伴的学校参与度。自闭症、学校参与和干预研究的文献被整合以开发理论模型。焦点小组、德尔菲研究、在线调查和参考小组咨询有助于开发和完善干预措施。一种新的基于学校的干预措施已经开发出来。讨论了开发具有强有力理论基础的干预措施的动力。

https://cdn.ncbi.nlm.nih.gov/pmc/blobs/7f4d/9213293/1ec5d151830e/10803_2021_5362_Fig3_HTML.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/7f4d/9213293/015a040e4428/10803_2021_5362_Fig1_HTML.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/7f4d/9213293/96fc667ab1b4/10803_2021_5362_Fig2_HTML.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/7f4d/9213293/1ec5d151830e/10803_2021_5362_Fig3_HTML.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/7f4d/9213293/015a040e4428/10803_2021_5362_Fig1_HTML.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/7f4d/9213293/96fc667ab1b4/10803_2021_5362_Fig2_HTML.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/7f4d/9213293/1ec5d151830e/10803_2021_5362_Fig3_HTML.jpg

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PLoS One. 2022 Jun 1;17(6):e0269098. doi: 10.1371/journal.pone.0269098. eCollection 2022.
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本文引用的文献

1
School participation: The shared perspectives of parents and educators of primary school students on the autism spectrum.学校参与：自闭症谱系小学生的家长和教育工作者的共同观点。
Res Dev Disabil. 2020 Feb;97:103550. doi: 10.1016/j.ridd.2019.103550. Epub 2019 Dec 25.
2
Evaluating the psychometric quality of school connectedness measures: A systematic review.评估学校关联度测量的心理计量学质量：系统评价。
PLoS One. 2018 Sep 11;13(9):e0203373. doi: 10.1371/journal.pone.0203373. eCollection 2018.
3
Making the future together: Shaping autism research through meaningful participation.
Profile of Mothers of Children with a Disability Who Seek Support for Mental Health and Wellbeing.
残疾儿童母亲心理健康和幸福感支持寻求者特征分析。
J Autism Dev Disord. 2022 Sep;52(9):3800-3813. doi: 10.1007/s10803-021-05260-w. Epub 2021 Sep 9.
共同创造未来：通过有意义的参与塑造自闭症研究。
Autism. 2019 May;23(4):943-953. doi: 10.1177/1362361318786721. Epub 2018 Aug 10.
4
Promoting Social Learning at Recess for Children with ASD and Related Social Challenges.为患有自闭症谱系障碍及相关社交挑战的儿童在课间休息时促进社交学习。
Behav Anal Pract. 2017 Feb 15;11(1):19-33. doi: 10.1007/s40617-017-0178-8. eCollection 2018 Mar.
5
Emotional Self-Regulation of Individuals with Autism Spectrum Disorders: Smartwatches for Monitoring and Interaction.自闭症谱系障碍个体的情绪自我调节：用于监测和互动的智能手表。
Sensors (Basel). 2017 Jun 11;17(6):1359. doi: 10.3390/s17061359.
6
Peer-Mediated Intervention for the Development of Social Interaction Skills in High-Functioning Autism Spectrum Disorder: A Pilot Study.同伴介导干预对高功能自闭症谱系障碍社交互动技能发展的影响：一项试点研究。
Front Psychol. 2016 Dec 23;7:1986. doi: 10.3389/fpsyg.2016.01986. eCollection 2016.
7
Participation, both a means and an end: a conceptual analysis of processes and outcomes in childhood disability.参与，既是手段也是目的：对儿童残疾过程与结果的概念分析
Dev Med Child Neurol. 2017 Jan;59(1):16-25. doi: 10.1111/dmcn.13237. Epub 2016 Sep 19.
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J Autism Dev Disord. 2017 Dec;47(12):3896-3908. doi: 10.1007/s10803-016-2857-7.
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Improving Social Engagement and Initiations between Children with Autism Spectrum Disorder and Their Peers in Inclusive Settings.在融合环境中提高自闭症谱系障碍儿童与其同龄人之间的社交互动和主动交往能力。
J Posit Behav Interv. 2012 Oct;14(4):220-227. doi: 10.1177/1098300712437042.