A Systematic Review of Social Maintenance Behavior Outcomes of Interactive Social Interventions for Children With Autism Spectrum Disorders

IF 1.2 4区医学 Q3 EDUCATION, SPECIAL

Focus on Autism and Other Developmental Disabilities Pub Date : 2021-02-09 DOI:10.1177/1088357621989324

C. Short, Pedro Vital

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引用次数: 1

Abstract

A large and varied evidence base supporting the efficacy of social therapies to improve the social behaviors of children with autism spectrum disorders (ASD) does not permit a clear understanding of which specific types of social behavior are improved by specific social therapies. Social maintenance behaviors function to form and sustain relationships, which has been associated with a reduction in negative social experiences in children with ASD. The present systematic review investigates the effectiveness of interactive social therapy in increasing these specific behaviors in this population. A systematic search of PsycArticles, Medline, Education Resources Information Centre, Child Development and Adolescent Studies, and Scopus databases identified 18 articles as relevant for inclusion. The extant evidence suggests that interactive social therapies are effective in increasing social maintenance behaviors in children with ASD. Explicit targeting of these behaviors and inclusion of reinforcement are highlighted as potentially active components in this regard.

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互动式社会干预对自闭症谱系障碍儿童社会维持行为结果的系统评价

支持社会疗法改善自闭症谱系障碍（ASD）儿童社会行为的功效的大量多样的证据基础，不允许明确了解哪些特定类型的社会行为通过特定的社会疗法得到改善。社会维持行为的作用是形成和维持关系，这与ASD儿童负面社会体验的减少有关。本系统综述调查了互动社会治疗在增加这一人群中这些特定行为方面的有效性。通过对PsycArticles、Medline、教育资源信息中心、儿童发展和青少年研究以及Scopus数据库的系统搜索，确定了18篇与纳入相关的文章。现有证据表明，互动式社会疗法在增加ASD儿童的社会维持行为方面是有效的。在这方面，明确针对这些行为和包含强化被强调为潜在的活性成分。

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来源期刊

Focus on Autism and Other Developmental Disabilities Multiple-

CiteScore

3.50

自引率

5.00%

发文量

期刊介绍： Focus on Autism and Other Developmental Disabilities addresses issues concerning individuals with autism and other developmental disabilities and their families. Manuscripts reflect a wide range of disciplines, including education, psychology, psychiatry, medicine, physical therapy, occupational therapy, speech/language pathology, social work, and related areas. The journal’s editorial staff seeks manuscripts from diverse philosophical and theoretical positions.