Increasing Face Mask Wearing in Autistic Individuals Using Behavior Analytic Interventions: A Systematic Review and Meta-analysis.

IF 3.2 2区 心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL
Rebekah Cowell, Athanasios Vostanis, Peter E Langdon
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引用次数: 0

Abstract

The current review aimed to evaluate the effectiveness of behavior-analytic procedures in increasing face mask-wearing in autistic individuals. This comes following recommended guidance during the COVID-19 pandemic. A systematic review and meta-analysis were completed of peer-reviewed and grey literature. Six databases were searched and seven studies using single-case experimental designs met the eligibility criteria which were then quality appraised. Data were extracted on participant characteristics, study design, independent and dependent variables, fidelity, generalization, maintenance, and social validity outcomes. Both the non-overlap of all pairs and Baseline Corrected TAU were used to estimate effect size. Two studies were rated strong and borderline strong quality and five were rated as adequate or below. All studies showed positive outcomes for mask-wearing, with an average of 0.92 for non-overlap of all pairs and 0.47 for Baseline Corrected Tau effect sizes. The most common and effective procedures for increasing mask-wearing were graded exposure and differential and positive reinforcement. Factors such as mode of delivery, implementer, and setting did not appear to influence study outcomes. Procedures were found to be rated as acceptable by parents and professionals in five of the studies. The existing literature on increasing face mask-wearing in autistic individuals provides promising findings to add to existing literature around increasing tolerance to medical equipment and hygiene practices in autistic populations. However, these findings are based on a small sample size, with six of the studies taking place in the United States with varying study quality.

使用行为分析干预增加自闭症患者戴口罩的情况:系统综述和荟萃分析。
目前的综述旨在评估行为分析程序在增加自闭症患者戴口罩方面的有效性。这是根据新冠肺炎大流行期间的建议指导。对同行评审和灰色文献进行了系统综述和荟萃分析。检索了六个数据库,七项研究使用单一案例实验设计,符合资格标准,然后对其进行质量评估。从参与者特征、研究设计、自变量和因变量、保真度、泛化、维持和社会有效性结果中提取数据。所有配对的非重叠和基线校正的TAU均用于估计效应大小。两项研究被评为质量强和临界强,五项被评为合格或以下。所有研究都显示了戴口罩的积极结果,所有配对的非重叠平均值为0.92,基线校正的Tau效应大小平均值为0.47。增加佩戴口罩的最常见和有效的程序是分级暴露、差异和正强化。交付方式、实施者和环境等因素似乎不会影响研究结果。在其中五项研究中,家长和专业人士认为手术是可以接受的。现有的关于自闭症患者增加戴口罩的文献为增加自闭症人群对医疗设备和卫生习惯的耐受性提供了有希望的发现。然而,这些发现是基于小样本量,其中六项研究在美国进行,研究质量各不相同。
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来源期刊
CiteScore
8.00
自引率
10.30%
发文量
433
期刊介绍: The Journal of Autism and Developmental Disorders seeks to advance theoretical and applied research as well as examine and evaluate clinical diagnoses and treatments for autism and related disabilities. JADD encourages research submissions on the causes of ASDs and related disorders, including genetic, immunological, and environmental factors; diagnosis and assessment tools (e.g., for early detection as well as behavioral and communications characteristics); and prevention and treatment options. Sample topics include: Social responsiveness in young children with autism Advances in diagnosing and reporting autism Omega-3 fatty acids to treat autism symptoms Parental and child adherence to behavioral and medical treatments for autism Increasing independent task completion by students with autism spectrum disorder Does laughter differ in children with autism? Predicting ASD diagnosis and social impairment in younger siblings of children with autism The effects of psychotropic and nonpsychotropic medication with adolescents and adults with ASD Increasing independence for individuals with ASDs Group interventions to promote social skills in school-aged children with ASDs Standard diagnostic measures for ASDs Substance abuse in adults with autism Differentiating between ADHD and autism symptoms Social competence and social skills training and interventions for children with ASDs Therapeutic horseback riding and social functioning in children with autism Authors and readers of the Journal of Autism and Developmental Disorders include sch olars, researchers, professionals, policy makers, and graduate students from a broad range of cross-disciplines, including developmental, clinical child, and school psychology; pediatrics; psychiatry; education; social work and counseling; speech, communication, and physical therapy; medicine and neuroscience; and public health.
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