Effects of TEACCH on social functioning in individuals with autism spectrum disorders: a systematic review and meta-analysis.

IF 2 3区医学 Q2 PEDIATRICS

BMC Pediatrics Pub Date : 2025-07-24 DOI:10.1186/s12887-025-05921-0

Shanshan Shi, Shuang Song, Huitong Wang, Pengfei Li, Xiaoying Zhang

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引用次数: 0

Abstract

Objective: To investigate the effects of Treatment and Education of Autistic and Related Communication Handicapped Children (TEACCH) on social functioning in individuals with autism spectrum disorders (ASD).

Methods: Relevant studies on TEACCH intervention in ASD individuals were systematically searched in PubMed, The Cochrane Library, Embase, CNKI, and Wanfang from inception to March 2024. The main outcome measures were social, cognitive performance, fine motor, communication, daily living, imitation, and cognitive verbal skills. Data were meta-analyzed using R studio (4.1.2).

Results: Eleven studies involving 701 ASD individuals were included in this study. The TEACCH group had significantly higher socialization score [MD = 0.6, 95% CI(0.2, 1.0)], Cognitive Performance Scale score [MD = 1.34, 95% CI(0.09, 2.58)], and fine motor score [MD = 0.7, 95% CI(0.4, 1.0)] but significantly lower Autism Behavior Checklist score [MD = -1.57, 95% CI(-2.11, -1.02)], Childhood Autism Rating Scale score [MD= -0.7, 95%CI(-1.0, -0.3)], and Autism Treatment Evaluation Checklist score [MD= -0.7, 95% CI(-1.0, -0.3)] compared to the control group. There were no significant differences in other outcome measures.

Conclusion: TEACCH is a promising intervention for improving the social skills, cognitive performance, and fine motor functions of ASD individuals. However, further studies are warranted to confirm the effectiveness of TEACCH on ASD core symptoms.

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teach对自闭症谱系障碍个体社会功能的影响：一项系统回顾和荟萃分析。

目的：探讨自闭症及相关沟通障碍儿童（TEACCH）的治疗和教育对自闭症谱系障碍（ASD）个体社会功能的影响。方法：系统检索PubMed、The Cochrane Library、Embase、CNKI、万方等网站自成立至2024年3月间关于teach干预ASD个体的相关研究。主要结果测量是社交、认知表现、精细运动、沟通、日常生活、模仿和认知语言技能。使用R studio（4.1.2）对数据进行meta分析。结果：本研究共纳入11项研究，涉及701例ASD个体。TEACCH组的社交得分[MD= 0.6, 95%CI(0.2, 1.0)]、认知表现量表得分[MD= 1.34, 95%CI(0.09, 2.58)]和精细运动得分[MD= 0.7, 95%CI(0.4, 1.0)]显著高于对照组，但自闭症行为检查表得分[MD= -1.57, 95%CI(-2.11, -1.02)]、儿童自闭症评定量表得分[MD= -0.7, 95%CI(-1.0, -0.3)]和自闭症治疗评估检查表得分[MD= -0.7, 95%CI(-1.0, -0.3)]显著低于对照组。其他结果测量没有显著差异。结论：teach是一种有希望改善ASD个体社交技能、认知能力和精细运动功能的干预措施。然而，需要进一步的研究来证实teach对ASD核心症状的有效性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

BMC Pediatrics PEDIATRICS-

CiteScore

3.70

自引率

4.20%

发文量

683

审稿时长

3-8 weeks

期刊介绍： BMC Pediatrics is an open access journal publishing peer-reviewed research articles in all aspects of health care in neonates, children and adolescents, as well as related molecular genetics, pathophysiology, and epidemiology.