Parent-Mediated Interventions for School-Age Children With ASD: A Meta-Analysis

IF 1.2 4区医学 Q3 EDUCATION, SPECIAL

Focus on Autism and Other Developmental Disabilities Pub Date : 2020-09-19 DOI:10.1177/1088357620956904

Marie Ratliff-Black, W. Therrien

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引用次数: 12

Abstract

Parent-mediated interventions (PMIs) are commonly used with children with autism spectrum disorder (ASD), and their effectiveness for young children has been documented. However, no reviews have examined the use of PMIs with older children with ASD. Therefore, the purpose of this review is to investigate the state of the literature regarding PMIs for school-age children with ASD and to evaluate their effectiveness across domains. Eighteen studies of PMIs examining 170 child participants with ASD were included. Participants, interventions, and the effects of the interventions are described. Overall, studies demonstrated moderately positive effects for PMIs for school-age children with ASD. Group design studies demonstrated an overall effect size (ES) of 0.79, 95% confidence interval (CI) = [0.50, 1.09], while single-case design (SCD) studies yielded an overall ES of 1.84, 95% CI = [1.08, 2.60]. More research is needed to understand the differential effectiveness of parent training components, and future research should focus on including measures of parent treatment integrity, to aid in the understanding of program efficacy.

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家长干预学龄期ASD儿童的meta分析

父母介导的干预(pmi)通常用于自闭症谱系障碍(ASD)儿童，其对幼儿的有效性已被记录在案。然而，没有评论研究了PMIs在年龄较大的ASD儿童中的应用。因此，本综述的目的是调查关于自闭症学龄儿童PMIs的文献现状，并评估其跨领域的有效性。18项PMIs研究检查了170名自闭症儿童。描述了参与者、干预措施和干预措施的效果。总的来说，研究表明PMIs对ASD学龄儿童有适度的积极作用。组设计研究的总体效应量(ES)为0.79,95%可信区间(CI) =[0.50, 1.09]，而单例设计(SCD)研究的总体效应量(ES)为1.84,95% CI =[1.08, 2.60]。需要更多的研究来了解父母培训组成部分的不同效果，未来的研究应侧重于包括父母治疗完整性的措施，以帮助理解项目的有效性。

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

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.