Abstract：
To investigate the effectiveness of a Treatment and Education of Autistic and Related Communication Handicapped Children (TEACCH) intervention in schools for improving independent task performance in children with autism spectrum disorders (ASD).
We screened relevant studies published up to December 2022 from Web of science, ERIC, PsycINFO and other databases using predefined inclusion/exclusion criteria to identify suitable intervention studies for meta-analysis. Tau-U effect sizes were calculated for each A-B comparison extracted from the included experiments. Moderated analyses were conducted to examine the type of intervention (independent variable), intervention target behaviours (dependent variable), participant characteristics, setting characteristics and intervener characteristics.
A total of 14 studies (38 participants) met the criteria and were included in the meta-analysis. The analysis results showed that TEACCH had a significant intervention effect, and the overall intervention effect size was Tau-U = 0.85[0.77, 0.91]. There were significant differences in the intervention target behaviour variables (p < 0.01), limited variation in the intervention type variables, but no differences in participant characteristics, setting characteristics and intervenor characteristics.
The use of TEACCH is effective in improving independent task completion in children with ASD and provides evidence-based recommendations for its extended use in schools.
We screened relevant studies published up to December 2022 from Web of science, ERIC, PsycINFO and other databases using predefined inclusion/exclusion criteria to identify suitable intervention studies for meta-analysis. Tau-U effect sizes were calculated for each A-B comparison extracted from the included experiments. Moderated analyses were conducted to examine the type of intervention (independent variable), intervention target behaviours (dependent variable), participant characteristics, setting characteristics and intervener characteristics.
A total of 14 studies (38 participants) met the criteria and were included in the meta-analysis. The analysis results showed that TEACCH had a significant intervention effect, and the overall intervention effect size was Tau-U = 0.85[0.77, 0.91]. There were significant differences in the intervention target behaviour variables (p < 0.01), limited variation in the intervention type variables, but no differences in participant characteristics, setting characteristics and intervenor characteristics.
The use of TEACCH is effective in improving independent task completion in children with ASD and provides evidence-based recommendations for its extended use in schools.
摘要：
目的：探讨学校对自闭症及相关沟通障碍儿童的治疗和教育（TEACCH）干预对改善自闭症谱系障碍（ASD）儿童的独立任务表现的有效性。
方法：我们筛选了截至2022年12月发表于Webofscience的相关研究，ERIC,PsycINFO和其他数据库使用预定义的纳入/排除标准，以确定合适的干预研究进行荟萃分析。计算从所包括的实验中提取的每个A-B比较的Tau-U效应大小。进行了适度的分析，以检查干预的类型(自变量)，干预目标行为(因变量)，参与者特征，设定特征和干预者特征。
结果：共有14项研究（38名参与者）符合标准并纳入荟萃分析。分析结果表明,TEACCH具有显著的干预效果,总体干预效果为Tau-U=0.85[0.77,0.91]。干预目标行为变量存在显著差异(p<0.01)，干预类型变量的有限变化，但参与者特征没有差异，设定特征和干预特征。
结论：使用TEACCH可有效改善ASD儿童的独立任务完成情况，并为其在学校中的扩展使用提供了基于证据的建议。
方法：我们筛选了截至2022年12月发表于Webofscience的相关研究，ERIC,PsycINFO和其他数据库使用预定义的纳入/排除标准，以确定合适的干预研究进行荟萃分析。计算从所包括的实验中提取的每个A-B比较的Tau-U效应大小。进行了适度的分析，以检查干预的类型(自变量)，干预目标行为(因变量)，参与者特征，设定特征和干预者特征。
结果：共有14项研究（38名参与者）符合标准并纳入荟萃分析。分析结果表明,TEACCH具有显著的干预效果,总体干预效果为Tau-U=0.85[0.77,0.91]。干预目标行为变量存在显著差异(p<0.01)，干预类型变量的有限变化，但参与者特征没有差异，设定特征和干预特征。
结论：使用TEACCH可有效改善ASD儿童的独立任务完成情况，并为其在学校中的扩展使用提供了基于证据的建议。
