自閉症類群障礙症孩童的社交技巧介入：系統性回顧

A Systematic Review of Social Skill Interventions for Children With Autism Spectrum Disorder

尤姿婷(Tzu-Ting Yu) ； 傅奕寧(I-Ning Fu) ； 游硯婷(Yen-Ting Yu) ； 陳官琳(Kuan-Lin Chen)

《職能治療學會雜誌》 37卷2期 (2019/12) Pp. 169-189

https://doi.org/10.6594/JTOTA.201912_37(2).0002

摘要

社交技巧缺損是自閉症類群障礙症（autism spectrum disorder, ASD）孩童的特質之一，不但影響孩童溝通與社交互動的發展與參與，亦進一步影響孩童的同儕互動、友誼建立，甚至是成年後的工作表現。因此，給予ASD孩童社交技巧介入對於其社交互動與溝通的發展極為重要。然而，近十年無系統性回顧研究彙整ASD孩童社交技巧介入成效。因此，本研究彙整2007至2019年針對ASD孩童社交技巧介入研究之文獻，並且比較各介入方式之成效。本研究於PsycoINFO等電子資料庫中以相關關鍵字檢索近十年ASD孩童社交技巧介入之隨機臨床試驗研究文獻，並以各篇文獻所提供的主要結果分數來計算各社交技巧介入的效應值，以歸納可能與ASD孩童社交技巧介入成效相關的因子。本研究共納入18篇研究文獻，共12種介入方式，效應值從0.38至4.91。此外，亦發現團體介入成效高於電腦介入、分開學齡前或學齡孩童介入成效大於綜合族群、長期介入成效大於短期介入、使用家長或老師自填或盲測評分的評估工具較能顯現介入成效、有回家作業、有家長或同儕一同參與的介入成效大於沒有回家作業或是沒有家長或同儕參與介入。總結，以團體長期、家長或同儕一同參與，並且依照孩童年紀的社交技巧團體可以更有效率地提升ASD孩童的社交技巧。

關鍵字

自閉症類群障礙症孩童 ； 社交技巧介入 ； 系統性回顧

並列摘要

Social interaction and communication deficits are core characteristics of children with autism spectrum disorder (ASD) , and these deficits cause problems in peer interaction, friendship development, and even employment in adults with ASD. Therefore, social skills intervention is important for improving social interaction and communication in children with ASD. In the past decade, however, no systematic review has been published to summarize the effectiveness of social skills interventions for children with ASD. The purposes of this study were to summarize the effectiveness of social skills interventions evaluated with randomized controlled trials (RCT) in children with ASD and to compare their effect sizes. Keywords related to social skills interventions were used to search electronic databases for studies published from 2007 to 2019. A total of 18 studies, including 12 social skills interventions, were included in this review. The effect sizes of these 18 studies ranged from 0.38 to 4.91. The results showed that group intervention, age stratification, and long-term intervention with homework and parental involvement are more effective than computerized intervention, combination population, and short-term intervention without homework or parental involvement. In summary, long-term social skills group interventions with parental involvement and training groups for specific ages can better improve the social skills of children with ASD.

並列關鍵字

Children With Autism Spectrum Disorder ； Social Skills Intervention ； Systematic Review