The feasibility of implementing autism intervention methods in formal education settings welcoming refugee and asylum-seeking children: A systematic review of the literature.

IF 3.4 3区心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL

New Directions for Child and Adolescent Development Pub Date : 2021-09-01 Epub Date: 2021-12-19 DOI:10.1002/cad.20449

Julie Larran, Isabell Schuster, Sascha Hein

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引用次数: 1

Abstract

Given the significant amount of time that refugee and asylum-seeking children (RASC) spend in schools, these institutions play an important role in their lives and represent an ideal environment in which to help them to adapt to their host society. The present study aimed to draw attention to the possibility of transferring intervention methods designed for children with ASD to formal education settings welcoming newly arrived RASC to support their adaptation to their new school environment. For this purpose, a systematic review was undertaken to assess the feasibility of implementing three specific ASD intervention methods (i.e., TEACCH, PECS, and PMI) in schools welcoming RASC. While the review did not reveal previous attempts to implement and evaluate ASD intervention methods with newcomer RASC, 21 records were uncovered providing preliminary evidence in support of this idea. Hypothesized strengths and limitations, as well as considerations about implementation, are discussed.

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在欢迎难民和寻求庇护儿童的正规教育环境中实施自闭症干预方法的可行性:对文献的系统回顾。

鉴于难民和寻求庇护儿童(RASC)在学校花费的大量时间，这些机构在他们的生活中发挥着重要作用，代表了一个理想的环境，帮助他们适应他们的东道国社会。本研究旨在引起人们对将为ASD儿童设计的干预方法转移到正规教育环境的可能性的关注，欢迎新来的RASC来支持他们适应新的学校环境。为此，我们进行了一项系统的评估，以评估在欢迎RASC的学校实施三种特定的ASD干预方法(即teach、PECS和PMI)的可行性。虽然这篇综述没有揭示以前使用新RASC实施和评估ASD干预方法的尝试，但发现了21份记录，为支持这一观点提供了初步证据。讨论了假设的优势和局限性，以及对实施的考虑。

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来源期刊

New Directions for Child and Adolescent Development PSYCHOLOGY, DEVELOPMENTAL-

CiteScore

7.70

自引率

3.60%

发文量

期刊介绍： The mission of New Directions for Child and Adolescent Development is to provide scientific and scholarly presentations on cutting edge issues and concepts in the field of child and adolescent development. Each issue focuses on a specific new direction or research topic, and is peer reviewed by experts on that topic. Any topic in the domain of child and adolescent development can be the focus of an issue. Topics can include social, cognitive, educational, emotional, biological, neuroscience, health, demographic, economical, and socio-cultural issues that bear on children and youth, as well as issues in research methodology and other domains. Topics that bridge across areas are encouraged, as well as those that are international in focus or deal with under-represented groups. The readership for the journal is primarily students, researchers, scholars, and social servants from fields such as psychology, sociology, education, social work, anthropology, neuroscience, and health. We welcome scholars with diverse methodological and epistemological orientations.