A Meta-Analysis of the Effects of Social Skills Interventions for Children with Autism Spectrum Disorder
孤独症谱系障碍儿童社会性技能干预效果的元分析

摘要

孤独症谱系障碍儿童的社会性技能缺陷是影响其融合发展的核心障碍，针对这一群体的干预研究已积累了 较为丰富的成果，但不同研究在干预方法、干预强度与目标群体上存在较大差异，整体效果尚缺乏系统性评估。本 文采用元分析方法，对近年来国内外孤独症谱系障碍儿童社会性技能干预的实证研究进行系统整合，从总体干预效 果、干预方法类型、干预强度与频次、儿童年龄与障碍程度四个维度分析干预效果及其调节变量。结果表明，社会 性技能干预对孤独症谱系障碍儿童总体上具有中等至较大效应，同伴介导干预与视频示范干预的效果优于单纯社会 故事干预，干预强度与效果之间存在非线性关系，年龄与障碍程度对干预效果具有显著调节作用。本研究为优化孤 独症谱系障碍儿童社会性技能干预方案的设计提供了循证依据。

Abstract

Social skills deficits in children with autism spectrum disorder are a core barrier affecting their inclusive development. A relatively rich body of intervention research has been accumulated for this population; however, existing studies differ substantially in intervention methods, intervention intensity, and target groups, and the overall effects still lack systematic evaluation. Using the meta-analysis method, this paper systematically integrates empirical studies on social skills interventions for children with autism spectrum disorder in China and abroad in recent years. It analyzes intervention effects and their moderating variables from four dimensions: overall intervention effect, types of intervention methods, intervention intensity and frequency, and children’s age and severity of disorder. The results show that social skills interventions have a moderate to large overall effect on children with autism spectrum disorder. Peer-mediated interventions and video modeling interventions are more effective than social story interventions alone. There is a nonlinear relationship between intervention intensity and intervention effect, and age and severity of disorder have significant moderating effects on intervention outcomes. This study provides evidence-based support for optimizing the design of social skills intervention programs for children with autism spectrum disorder.