Center of Evidence-based Education and Arts Therapies: A JBI Affiliated Group, Palacký University Olomouc, Olomouc, Czech Republic.
Czech National Centre for Evidence-based Healthcare and Knowledge Translation (Cochrane Czech Republic, Czech EBHC: JBI Center of Excellence, Masaryk University GRADE Centre), Faculty of Medicine, Masaryk University, Brno, Czech Republic.
JBI Evid Synth. 2023 Jun 1;21(6):1299-1309. doi: 10.11124/JBIES-22-00251.
This review will explore the impact of educational and psychological interventions on educational, social, behavioral, and mental health outcomes in students with autism spectrum disorder in tertiary education.
This systematic review will inform a new guideline on support for students with autism spectrum disorder in the tertiary education environment. These students face multiple educational, behavioral, social, and health-related problems that require effective interventions.
Participants are students with autism spectrum disorder in a tertiary education study program. Educational and psychological interventions will be included, such as accommodations, meta-cognitive and self-regulation training, psychological counseling, social skills training, and peer-mentoring/academic coaching. The comparator will be standard care. The study outcomes will include academic drop-out rates and evaluations, learning skills, social skills and social engagement, behavior, mental health (including anxiety, stress, and depression), and employment after graduation. This review will consider quantitative studies only.
A 3-step search strategy will be used to find both published and unpublished studies in MEDLINE, CINAHL, APA PsycINFO, SocINDEX, Web of Science, Clinical Trials, ProQuest Dissertations and Theses, Open Dissertations, ERIC, WHO ICRTP, and Google Scholar. There will be no date or language limitations. All stages of article screening, critical appraisal, and data extraction will be conducted by 2 independent reviewers with the resolution of any disagreements done via consensus or through a senior reviewer. If possible, the included studies will be pooled using meta-analysis. The degree of certainty of the evidence will be assessed according to the Grading of Recommendations, Assessment, Development and Evaluation (GRADE) approach.
PROSPERO CRD42022323554.
本综述旨在探讨教育和心理干预对高等教育中自闭症谱系障碍学生的教育、社会、行为和心理健康结果的影响。
本系统综述将为高等教育环境中自闭症谱系障碍学生的支持提供新的指南。这些学生面临多种教育、行为、社会和健康相关问题，需要有效的干预措施。
参与者为高等教育学习计划中的自闭症谱系障碍学生。纳入的教育和心理干预措施包括适应、元认知和自我调节训练、心理咨询、社交技能训练和同伴指导/学术辅导。对照组为标准护理。研究结果将包括辍学率和评估、学习技能、社交技能和社交参与、行为、心理健康（包括焦虑、压力和抑郁）以及毕业后的就业情况。本综述仅考虑定量研究。
将采用 3 步搜索策略在 MEDLINE、CINAHL、APA PsycINFO、SocINDEX、Web of Science、ClinicalTrials、ProQuest Dissertations and Theses、Open Dissertations、ERIC、WHO ICRTP 和 Google Scholar 中查找已发表和未发表的研究。不设日期或语言限制。所有阶段的文章筛选、批判性评价和数据提取将由 2 位独立评审员进行，任何分歧将通过共识或高级评审员解决。如果可能，将使用荟萃分析对纳入的研究进行汇总。证据的确定性程度将根据推荐、评估、制定和评估（GRADE）方法进行评估。
PROSPERO CRD42022323554。
