家长介导的孤独症儿童语言能力干预实证研究综述  

A Review of Empirical Studies on Parent-mediated Language Intervention for Children with Autism

作　　者：唐会晓 张磊 宋彩凤 张雯淼 朱湘枝 李永勤 张芳 赵子晨 TANG Hui-xiao;ZHANG Lei;SONG Cai-feng;ZHANG Wen-miao;ZHU Xiang-zhi;LI Yong-qin;ZHANG Fang;ZHAO Zi-chen

机构地区：[1]中国听力语言康复研究中心,北京100029 [2]上海闵行区启英幼儿园,上海201101 [3]南昌大学玛丽女王学院,南昌330031 [4]广东省残疾人康复中心,广州510057 [5]湖南省残疾人康复研究中心,长沙410024 [6]上海市特殊儿童康复中心,上海200127

出　　处：《中国听力语言康复科学杂志》2025年第2期133-135,139,共4页Chinese Scientific Journal of Hearing and Speech Rehabilitation

基　　金：中国残联2022年度课题(2022CDPFHS-07);科技部“主动健康和老龄化科技应对”重点专项(2020YFC2004100);中国优生优育协会2024年度科研课题(2024K028);中国残联2024年度课题(2024CDPFHS-13)。

摘　　要：目的 本研究系统回顾近10年国外关于家长介导干预(parent-mediated interventions,PMI)对孤独症儿童语言能力影响的研究,分析其设计、方法、效果及文化适应性。方法 检索EBSCO数据库文献,共纳入25篇实证研究。对文献进行结构化编码,提取研究设计类型、干预模式、评估工具等核心要素,进行描述性统计分析。结果 多数研究采用群组实验(56%)和多重基线设计(44%),干预方法以行为强化、社会沟通和综合发展为主。线下培训注重个性化指导,但成本较高,线上模式灵活性强且经济高效。评估结合观察法与标准化测试,证实PMI能有效促进儿童语言技能的跨情境迁移,但长期效果(>1年)及文化适配性研究不足。结论 未来需探索远程技术应用、长期追踪及本土化策略,以提升家长介导干预的可持续性与适用性。Objective This review examines recent international research on parent-mediated interventions(PMIs)for language development in children with Autism Spectrum Disorder(ASD).Methods A search was conducted in the EBSCO database for relevant literature.By applying predefined inclusion and exclusion criteria,a total of 25 empirical studies were ultimately included.Structured coding was performed on the selected literature to extract core elements such as study design types,intervention models,and assessment tools.Descriptive statistical analysis was then conducted on these extracted elements.Outcome assessments combined observational coding with standardized tools,demonstrating PMI's effectiveness in promoting generalizable language skills.However,limited long-term(>1 year)data and cultural adaptability challenges remain.Conclusion Future directions include leveraging telehealth,enhancing sustainability through longitudinal studies,and tailoring interventions to diverse cultural contexts..

关 键 词：家长介导 孤独症 语言能力 实证研究 

分 类 号：G49[文化科学—教育学]