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Clinical Psychology and Special Education
2021. Vol. 10, no. 1, 36–60
doi:10.17759/cpse.2021100103
ISSN: 2304-0394 (online)

Challenges and Perspectives of Evidence-Based Interventions Integration into Schooling of Children with

368

E.Y. Davydova, A.B. Sorokin, A.V. Khaustov, E.F. Shvedovskiy

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Abstract

In recent decades, the importance of the problem of evidence for the effectiveness of interventions in the field of Autism Spectrum Disorders (ASD) for researchers has increased. Presented review aims to analyze publications devoted to evidence-based studies of psycho-educational interventions, applied to children with ASD and their families. The review is structured according to the principle of targeted outcome, taking into account a set of methodological factors. Elementary-school children chosen as the main target group. The following intervention areas were selected for analysis: Modeling and Social Narratives. In order to form a sample of papers on a given topic, a search was carried out using the appropriate filtering on the base Web of Science Core Collection. The sample also contained works included in the registers of scientifically proven practices compiled by independent expert communities. The results of the analytical review showed that for the integration of these interventions into the educational process, they can be described by means of resource schemes containing target, methodological, empirical and organizational factors.

General Information

Keywords: autism, autism spectrum disorders, evidence-based interventions

Journal rubric: Mental Functions of Individuals with ASD

Article type: scientific article

DOI: https://doi.org/10.17759/cpse.2021100103

Funding. The reported study was funded by RFBR, project number 19-113-50318

For citation: Davydova E.Y., Sorokin A.B., Khaustov A.V., Shvedovskiy E.F. Challenges and Perspectives of Evidence-Based Interventions Integration into Schooling of Children with [Elektronnyi resurs]. Klinicheskaia i spetsial'naia psikhologiia = Clinical Psychology and Special Education, 2021. Vol. 10, no. 1, pp. 36–60. DOI: 10.17759/cpse.2021100103. (In Russ., аbstr. in Engl.)

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Information About the Authors

Elizaveta Y. Davydova, PhD in Biology, Associate Professor, Leading Researcher, Federal Resource Center for Organization of Comprehensive Support to Children with Autism Spectrum Disorders, Associate Professor of the Department of Differential Psychology and Psychophysiology Faculty of “Clinical and Special Psychology”, Moscow State University of Psychology and Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-5192-5535, e-mail: el-davydova@mail.ru

Aleksandr B. Sorokin, PhD in Biology, Leading Researcher of the Federal Resource Center for Organization of Comprehensive Support to Children with Autism Spectrum Disorders, Moscow State University of Psychology and Education, Scientific Consultant, Pushkin State Museum of Fine Arts, Moscow, Russia, ORCID: https://orcid.org/0000-0002-4148-6719, e-mail: sorokinab@mgppu.ru

Arthur V. Khaustov, PhD in Education, Director of the Federal Resources Center for Children with Autism Spectrum Disorders, Moscow State University of Psychology and Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-9634-9295, e-mail: arch2@mail.ru

Evgenii F. Shvedovskiy, methodologist of the Federal Resource Center for Organization of Comprehensive Support to Children with Autism Spectrum Disorders,researcher of the Laboratory of Comprehensive Language Research in Children with Autism & Developmental Disorders, executive secretary of the Journal "Autism & Developmental Disorders", Moscow State University of Psychology & Education, Moscow State University of Psychology & Education; junior researcher of the laboratory of clinical psychology, Mental Health Research Center; Neuropsychologist, Center of Health & Development of St.Luke; neuropsychologist, ABA-Center "My Planet", Moscow, Russia, ORCID: https://orcid.org/0000-0002-2834-7589, e-mail: shvedovskijef@mgppu.ru

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