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  Previous issue (2022. Vol. 11, no. 2)

Clinical Psychology and Special Education

Publisher: Moscow State University of Psychology and Education

ISSN (online): 2304-0394

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

License: CC BY-NC 4.0

Published since 2012

Published quarterly

Free of fees
Open Access Journal

 

Challenges and Perspectives of Evidence-Based Interventions Integration into Schooling of Children with 270

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Davydova E.Yu.
PhD in Biology, 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

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

Khaustov A.V.
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

Shvedovskiy E.F.
methodologist of the Federal Resource Center for Organization of Comprehensive Support to Children with Autism Spectrum Disorders, Moscow State University of Psychology & Education, Moscow, Russia
ORCID: https://orcid.org/0000-0002-2834-7589
e-mail: shved47@gmail.com

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.

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

Column: Mental functions of individuals with ASD

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

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

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