自閉症類群障礙症孩童的社交技巧介入：系統性回顧

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.