自闭症谱系障碍个体共同注意干预成效的元分析——来自单一被试研究的证据  

The Effect of Joint Attention Intervention in Individuals with Autism Spectrum Disorder:A Meta-Analysis of Single-Subject Experimental Studies

作　　者：贺荟中 范晓壮 王露 唐书琪 胡云 王雅蕙 HE Huizhong;FAN Xiaozhuang;WANG Lu;TANG Shuqi;HU Yun;WANG Yahui(Institute of Special Education,Faculty of Education,Beijing Normal University,Beijing,100875;Department of Special Education,Faculty of Education,East China Normal University,Shanghai,200062;Futian District Zhu Xiang School,Shenzhen,518000)

机构地区：[1]北京师范大学教育学部,北京100875 [2]华东师范大学教育学部,上海200062 [3]深圳市福田区竹香学校,深圳518000

出　　处：《中国特殊教育》2021年第11期36-42,共7页Chinese Journal of Special Education

基　　金：上海市教育委员会科研创新计划人文科学重大项目“自闭症谱系障碍高风险儿童客观化指标的纵向研究”(项目编号:2019-01-07-00-05-E00007);上海市哲学社会科学规划课题“关键反应训练技术对学龄前自闭症儿童语言障碍干预的有效性研究”(项目编号:2018BYY017);江苏高校哲学社会科学研究基金项目“随班就读班级管理策略研究”(项目编号:2017SJB0639)的成果之一。

摘　　要：对国内外50篇自闭症谱系障碍个体共同注意干预的单一被试研究进行系统元分析,探究干预的总体成效和潜在调节变量的影响。结果显示:整体上,干预能有效提升自闭症谱系障碍个体的共同注意水平,达中等水平干预效果,但维持、泛化效果较差。调节变量方面,个体功能水平的调节效应显著,高功能自闭症谱系障碍个体的干预效果优于低功能自闭症谱系障碍个体;干预目标的调节效应显著,应答性共同注意的干预效果显著优于自发性共同注意;干预方法的调节效应显著,视频示范法对自发性共同注意无效,其它干预方法均达中等以上干预效果;干预实施人员的调节效应显著,专业人员实施的干预效果显著优于家长实施的干预。受文献数量限制,调节效应还有待进一步验证。A meta-analysis of 50 single-subject studies on joint attention intervention in individuals with autism spectrum disorder(ASD)was conducted to explore the overall effectiveness of the intervention and the impact of potential moderating variables.The results showed that,on the whole,the intervention could effectively improve the joint attention of individuals with ASD,with a moderate level of intervention effect but a small maintenance and generalization effect.In terms of the moderating variables,the moderating effect of the individuals’functional level was significant in that the effectiveness of the intervention in individuals with high functioning autism was better than that in individuals with low functioning autism;the moderating effect of the intervention goal was significant in that the intervention effectiveness of targeted response joint attention was significantly better than that of targeted initiation joint attention;the moderating effect of the intervention method was significant in that all intervention approaches received moderate improvements in joint attention outcomes,except that the video modeling method had no effect on targeted initiation joint attention;the moderating effect of the professionalism of the practitioners was significant in that the intervention by professionals was significantly better than that by parents.Due to the limitation of literature,the moderating effect needs to be further verified.

关 键 词：自闭症谱系障碍 共同注意 干预 单一被试 元分析 

分 类 号：G760[文化科学—特殊教育学]