Moderators of School Intervention Outcomes for Children with Autism Spectrum Disorder.

IF 3.6

Journal of Abnormal Child Psychology Pub Date : 2020-08-01 DOI:10.1007/s10802-020-00652-5

Christopher Lopata, James P Donnelly, Marcus L Thomeer, Jonathan D Rodgers, Jennifer Lodi-Smith, Adam J Booth, Martin A Volker

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引用次数: 2

Abstract

A prior cluster randomized controlled trial (RCT) compared outcomes for a comprehensive school intervention (schoolMAX) to typical educational programming (services-as-usual [SAU]) for 103 children with autism spectrum disorder (ASD) without intellectual disability. The schoolMAX intervention was superior to SAU in improving social-cognitive understanding (emotion-recognition), social/social-communication skills, and ASD-related impairment (symptoms). In the current study, a range of demographic, clinical, and school variables were tested as potential moderators of treatment outcomes from the prior RCT. Moderation effects were not evident in demographics, child IQ, language, or ASD diagnostic symptoms, or school SES. Baseline externalizing symptoms moderated the outcome of social-cognitive understanding and adaptive skills moderated the outcome of ASD-related symptoms (no other comorbid symptoms or adaptive skills ratings moderated outcomes on the three measures). Overall, findings suggest that the main effects of treatment were, with two exceptions, unaffected by third variables.

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自闭症谱系障碍儿童学校干预结果的调节因素。

一项先前的随机对照试验(RCT)比较了103名无智力障碍的自闭症谱系障碍(ASD)儿童的综合学校干预(schoolMAX)和典型教育计划(照旧服务[SAU])的结果。schoolMAX干预在改善社会认知理解(情绪识别)、社会/社会沟通技能和asd相关障碍(症状)方面优于SAU。在当前的研究中，一系列人口统计学、临床和学校变量被测试为先前RCT治疗结果的潜在调节因子。在人口统计学、儿童智商、语言、ASD诊断症状或学校社会经济地位方面，适度效应不明显。基线外化症状调节社会认知理解的结果，适应技能调节asd相关症状的结果(没有其他共病症状或适应技能评分调节三项测量的结果)。总的来说，研究结果表明，除了两个例外，治疗的主要效果不受第三个变量的影响。

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

Journal of Abnormal Child Psychology Multiple-

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期刊介绍： Research on Child and Adolescent Psychopathology brings together the latest innovative research that advances knowledge of psychopathology from infancy through adolescence. The journal publishes studies that have a strong theoretical framework and use a diversity of methods, with an emphasis on empirical studies of the major forms of psychopathology found in childhood disorders (e.g., disruptive behavior disorders, depression, anxiety, and autism spectrum disorder). Studies focus on the epidemiology, etiology, assessment, treatment, prognosis, and developmental course of these forms of psychopathology. Studies highlighting risk and protective factors; the ecology and correlates of children''s emotional, social, and behavior problems; and advances in prevention and treatment are featured. Research on Child and Adolescent Psychopathology is the official journal of the International Society for Research in Child and Adolescent Psychopathology (ISRCAP), a multidisciplinary scientific society.