Проблемы и перспективы интеграции методов с доказанной эффективностью в практику школьного обучения детей с расстройствами аутистического спектра ¹⁰³

В последние десятилетия проблема доказательности эффективности вмешательств в области работы с детьми с расстройством аутистического спектра становится все более актуальной для исследователей. Настоящий обзор ставит целью анализ научной литературы, посвященной исследованиям эффективности психолого-педагогических вмешательств при работе с детьми с аутизмом и их семьями, структурированный по принципу целевого воздействия с учетом комплекса методологических факторов. Основным аспектом целевого воздействия была выбрана область начального школьного обучения. В качестве предмета анализа были выбраны следующие области вмешательств: «Моделирование» и «Социальные истории». С целью формирования выборки работ по заданной теме проводился поиск с применением соответствующей фильтрации по наукометрической базе «Сеть науки» (Web of Science Core Collection). Также в выборку включались работы, входящие в реестры научно доказанных практик, составленные независимыми экспертными сообществами. Результаты аналитического обзора показали, что для интеграции данных вмешательств в образовательный процесс они могут быть описаны посредством ресурсных схем, содержащих целевой, методический, эмпирический и организационный факторы.

Ключевые слова: аутизм, расстройства аутистического спектра, расстройства аутистического спектра, расстройства аутистического спектра (РАС), вмешательства c доказанной эффективностью

Рубрика: Психические функции лиц с РАС

Тип: научная статья

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

Исследование выполнено при финансовой поддержке Российского фонда фундаментальных исследований в рамках научного проекта № 19-113-50318

1. Горбачевская Н.Л., Переверзева Д.С., Воинова В.Ю. и др. Факторы, влияющие на успешность преодоления расстройств аутистического спектра // Аутизм
   и нарушения развития. 2016. Том 14. № 4. С. 39–50. DOI: 10.17759/autdd.2016140407
2. Малофеев Н.Н. Научные достижения отечественной дефектологии как базис современной профилактической, коррекционной и реабилитационной помощи детям с нарушениями развития // Воспитание и обучение детей с нарушениями развития. 2014. № 2. С. 3–10.
3. Стандарт доказательности социальных практик в сфере детства // АНО «Эволюция и филантропия». 2018. URL: https://ep.org.ru/wp-content/uploads/2019 /11/ sbornik_small_13_11-1.pdf (дата обращения: 10.08.20)
4. Федеральные государственные образовательные стандарты. URL: https:// fgos.ru/ (дата обращения: 11.08.2020 г.)
5. Хаустов А.В., Шумских М.А. Организация образования обучающихся
   с расстройствами аутистического спектра в Российской Федерации: результаты Всероссийского мониторинга 2018 года // Аутизм и нарушения развития. 2019. Tом 17. № 3. С. 3–11. DOI: 10.17759/autdd.2019170301
6. Abouzeid N., Rivard M, Mello C. et al. Parent coaching intervention program based on the Early Start Denver Model for children with autism spectrum disorder: Feasibility and acceptability study // Research in Developmental Disabilities. 2020. Vol. 105. P. 103747 DOI: 10.1016/j.ridd.2020.103747
7. Akmanoglu N. Effectiveness of teaching naming facial expression to children with autism via video modeling // Educational Sciences: Theory & Practice. 2015. Vol. 15. № 2. P. 519–537. DOI: 10.12738/estp.2015.2.2603
8. Barnes C.S., Rehfeldt R.A. Effects of fluency instruction on selection-based and topography-based comprehension measures // Research in Autism Spectrum Disorders. 2013. Vol. 7. № 6. P. 639–647. DOI: 10.1016/j.rasd.2013.02.010
9. Bock M.A. The impact of social-behavioral learning strategy training on the social interaction skills of four students with asperger syndrome // Focus on Autism and Other Developmental Disabilities. 2007. Vol. 22. № 2. P. 88–95. DOI: 10.1177/1088357607 0220020901
10. Bremer E., Balogh R., Lloyd M. Effectiveness of a fundamental motor skill intervention for 4-year-old children with autism spectrum disorder: A pilot study // Autism. 2015. Vol. 19. № 8. P. 980–991. DOI: 10.1177/1362361314557548
11. Burton C.E., Anderson D.H., Prater M.A. et al. Video self-modeling on an iPad to teach functional math skills to adolescents with autism and intellectual disability // Focus on Autism and Other Developmental Disabilities. 2013. Vol. 28. № 2. P. 67–77. DOI: 10.1177/1088357613478829 
12. Cardon T., Azuma T. Visual attending preferences in children with autism spectrum disorders: A comparison between live and video presentation modes // Research in Autism Spectrum Disorders. 2012. Vol. 6. № 3. P. 1061–1067. DOI: 10.1016/j.rasd.2012.01.007
13. Chan J.M., O'Reilly M.F. A Social Stories™ intervention package for students with autism in inclusive classroom settings // Journal of applied behavior analysis. 2008.
    Vol. 41. № 3. P. 405–409. DOI: 10.1901/jaba.2008.41-405
14. Chan J.M., O’Reilly M.F., Lang R.B. et al. Evaluation of a Social Stories™ intervention implemented by pre-service teachers for students with autism in general education settings // Research in Autism Spectrum Disorders. 2011. Vol. 5. № 2. P. 715–721. DOI: 10.1016/j.rasd.2010.08.005
15. Daubert A., Hornstein S., Tincani M. Effects of a modified power card strategy on turn taking and social commenting of children with autism spectrum disorder playing board games // Journal of Developmental and Physical Disabilities. 2015. Vol. 27. № 1.
    P. 93–110. DOI: 10.1007/s10882-014-9403-3
16. Dawson G., Rogers S., Munson J. et al. Randomized, controlled trial of an intervention for toddlers with autism: The Early Start Denver Model // Pediatrics. 2010. Vol. 125. № 1. P. e17–e23. DOI: 10.1542/peds.2009-0958
17. Ergenekon Y., Tekin-Iftar E., Kapan A. et al. Comparison of video and live modeling in teaching response chains to children with autism // Education and Training in Autism and Developmental Disabilities. 2014. Vol. 42. № 2. P. 200–213. URL: https:// www.jstor.org/stable/23880605 (дата обращения: 10.08.2020 г.)
18. Fuller E.A., Oliver K., Vejnoska S.F. et al. The effects of the early start Denver Model for children with autism spectrum disorder: A meta-analysis // Brain Sciences. 2020.
    Vol. 10. № 6. P. 368. DOI: 10.3390/brainsci10060368
19. Golzari F., Hemati Alamdarloo G., Moradi S. The effect of a social stories intervention on the social skills of male students with autism spectrum disorder // SAGE Open. 2015. Vol. 5. № 4. P. 1–8. DOI: 10.1177/2158244015621599
20. Gray C.A., Garand J.D. Social stories: Improving responses of students with autism with accurate social information // Focus on Autistic Behavior. 1993. Vol. 8. № 1. P. 1–10. DOI: 10.1177/108835769300800101
21. Greenberg J.H., Lau W., Lau S. Teaching appropriate play to replace stereotypy using a treatment package with students having autism // Global Education Review. 2016. Vol. 3. № 3. P. 94–104. URL: https://ger.mercy.edu/index.php/ger/article/view/211 (дата обращения: 10.08.2020 г.)
22. Grigorenko E.L., Torres S., Lebedeva E.I. et al. Evidence-based interventions for ASD: A focus on applied behavior analysis (ABA) interventions // Psychology. 2018. Vol. 15.
    № 4. P. 711–727. DOI: 10.17323/1813-8918-2018-4-711-727
23. Halle S., Ninness C., Ninness S.K. et al. Teaching social skills to students with autism: A video modeling social stories approach // Behavior and Social Issues. 2016. Vol. 25. № 1. P. 42–54. DOI: 10.5210/bsi.v25i0.6190
24. Hung L.C., Smith C.S. Autism in Taiwan: Using social stories to decrease disruptive behaviour // The British Journal of Development Disabilities. 2011. Vol. 57. № 112.
    P. 71–80. DOI: 10.1179/096979511798967197
25. Knight V.F., Smith B.R., Spooner F. et al. Using explicit instruction to teach science descriptors to students with autism spectrum disorder // Journal of Autism and Developmental Disorders. 2012. Vol. 42. №. 3. P. 378–389. DOI: 10.1007/s10803-011-1258-1
26. Laprime A.P., Dittrich G.A. An evaluation of a treatment package consisting of discrimination training and differential reinforcement with response cost and a social story on vocal stereotypy for a preschooler with autism in a preschool classroom // Education & Treatment of Children. 2014. Vol. 37. № 3. P. 407–430. DOI: 10.1353/etc.2014.0028
27. Leaf J.B., Oppenheim-Leaf M.L., Call N.A. et al. Comparing the teaching interaction procedure to social stories for people with autism // Journal of Applied Behavior Analysis. 2012. Vol. 45. № 2. P. 281–298. DOI: 10.1901/jaba.2012.45-281
28. Lee R., Sturmey P. The effects of script-fading and a Lag-1 schedule on varied social responding in children with autism // Research in Autism Spectrum Disorders. 2014.
    Vol. 8. № 4. P. 440–448. DOI: 10.1016/j.rasd.2014.01.003
29. Lord C. Wagner A., Rogers S. et al. Challenges in evaluating psychosocial interventions for autistic spectrum disorders // Journal of Autism and Developmental Disorders. 2005. Vol. 35. № 6. P. 695–708. DOI: 10.1007/s10803-005-0017-6
30. Lovaas O.I. Behavioral treatment and normal educational and intellectual functioning in young autistic children // Journal of Consulting and Clinical Psychology. 1987. Vol. 55. № 1. P. 3. DOI: 10.1037//0022-006x.55.1.3
31. Lydon H., Healy O., Leader G. A comparison of video modeling and pivotal response training to teach pretend play skills to children with autism spectrum disorder // Research in Autism Spectrum Disorders. 2011. Vol. 5. № 2. P. 872–884. DOI: 10.1016/j.rasd. 2010.10.002
32. Maglione M.A., Gans D., Das L. et al. Nonmedical interventions for children with ASD: Recommended guidelines and further research needs // Pediatrics. 2012. Vol. 130.
    № Supplement 2. P. S169–S178. DOI: 10.1542/peds.2012-0900O
33. Mesibov G.B., Shea V. The TEACCH program in the era of evidence-based practice // Journal of Autism and Developmental Disorders. 2010. Vol. 40. № 5. P. 570–579. DOI: 10.1007/s10803-009-0901-6
34. Miller S.A., Rodriguez N.M., Rourke A.J. Do mirrors facilitate acquisition of motor imitation in children diagnosed with autism? // Journal of Applied Behavior Analysis. 2015. Vol. 48. № 1. P. 194–198. DOI: 10.1002/jaba.187
35. National Standards Project. Phase 1 // National Autism Center. May Institute. 2009. P. 176 URL: https://www.nationalautismcenter.org/reports/ (дата обращения: 10.08.2020).
36. National Standards Project. Phase 2 //National Autism Center. May Institute. 2015. P. 92 URL: https://www.nationalautismcenter.org/reports/ (дата обращения: 10.08.2020).
37. O’Reilly M., Fragale C., Gainey S. et al. Examination of an antecedent communication intervention to reduce tangibly maintained challenging behavior: A controlled analog analysis // Research in Developmental Disabilities. 2012. Vol. 33. № 5. P. 1462–1468. DOI: 10.1016/j.ridd.2012.03.017
38. Olçay-Gül S., Tekin-Iftar E. Family generated and delivered social story intervention: Acquisition, maintenance, and generalization of social skills in youths with ASD // Education and Training in Autism and Developmental Disabilities. 2016. Vol. 51.
    № 1. P. 67–78. URL: https://www.jstor.org/stable/26420365 (дата обращения: 10.08.2020).
39. Ozdemir S. The effectiveness of social stories on decreasing disruptive behaviors of children with autism: Three case studies // Journal of Autism and Developmental Disorders. 2008. Vol. 38. № 9. P. 1689–1696. DOI: 10.1007/s10803-008-0551-0
40. Quirmbach L.M., Lincoln A.J., Feinberg-Gizzo M.J. et al. Social stories: Mechanisms of effectiveness in increasing game play skills in children diagnosed with autism spectrum disorder using a pretest posttest repeated measures randomized control group design // Journal of Autism and Developmental Disorders. 2009. Vol. 39. № 2. P. 299–321. DOI: 10.1007/s10803-008-0628-9
41. Rogers S.J., Hall T., Osaki D. et al. The Denver model: A comprehensive, integrated educational approach to young children with autism and their families. In J.S. Handleman, S.L. Harris (Eds.), Preschool education programs for children with autism (2nd ed.) Austin, TX: Pro-Ed Corporation, 2000. P. 95–135.
42. Sam A. Social narratives [Электронный ресурс] // Autism Focused Intervention Resources & Modules (AFIRM). 2015. URL: http://afirm.fpg.unc.edu/social-narratives (дата обращения: 10.08.2020).
43. Scattone D. Wilczynski S.M., Edwards R.P. et al. Decreasing disruptive behaviors of children with autism using social stories // Journal of Autism and Developmental Disorders. 2002. Vol. 32. № 6. P. 535–543. DOI: 10.1023/A:1021250813367
44. Shrestha A., Anderson A., Moore D.W. Using point-of-view video modeling and forward chaining to teach a functional self-help skill to a child with autism // Journal of Behavioral Education. 2013. Vol. 22. № 2. P. 157–167. DOI: 10.1007/s10864-012-9165-x
45. Smith B.R., Spooner F., Wood C.L. Using embedded computer-assisted explicit instruction to teach science to students with autism spectrum disorder // Research in Autism Spectrum Disorders. 2013. Vol. 7. № 3. P. 433–443. DOI: 10.1016/j.rasd.2012.10.010
46. Steinbrenner J.R., Hume K., Odom S.L. et al. Evidence-based practices for children, youth, and young adults with Autism // The University of North Carolina at Chapel Hill, Frank Porter Graham Child Development Institute, National Clearinghouse on Autism Evidence and Practice Review Team. 2020. URL: https://ncaep.fpg.unc.
    edu /sites/ncaep.fpg.unc.edu/files/imce/documents/EBP%20Report%202020.pdf (дата обращения: 10.08.2020).
47. Therapies for children with autism spectrum disorders. Comparative effectiveness review No. 26. Prepared by the Vanderbilt Evidence-based Practice Center under Contract No. 290-2007-10065-I. AHRQ Publication No. 11-EHC029-EF. Agency for Healthcare Research and Quality. 2011. URL: www.effectivehealthcare.ahrq.gov/reports/final.cfm (дата обращения 10.08.2020).
48. Warren Z., McPheeters M.L., Sathe N. et al. A systematic review of early intensive intervention for autism spectrum disorders // Pediatrics. 2011. Vol. 127. № 5. P. e1303–e1311. DOI: 10.1542/peds.2011-0426
49. Wilson K.P. Teaching social-communication skills to preschoolers with autism: Efficacy of video versus in vivo modeling in the classroom // Journal of Autism and Developmental Disorders. 2013. Vol.43. № 8. P. 1819–1831. DOI: 10.1007/s10803-012-1731-5
50. Wong C., Odom S.L., Hume K. et al. Evidence-based practices for children, youth, and young adults with Autism Spectrum Disorder // Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute, Autism Evidence-Based Practice Review Group. 2014. P. 114 URL: https://cidd.unc.edu/Registry/Research/ Docs/31.pdf (дата обращения 10.08.2020).
51. Wright B., Teige C., Watson J. et al. Autism Spectrum Social Stories In Schools Trial 2 (ASSSIST2): study protocol for a randomised controlled trial analysing clinical and cost-effectiveness of Social Stories™ in primary schools // BMC Psychology. 2020. Vol. 8. № 1.
    P. 1–10. DOI: 10.1186/s40359-020-00427-z
52. Yakubova G., Hughes E. M., Hornberger E. Video-based intervention in teaching fraction problem-solving to students with autism spectrum disorder // Journal of Autism and Developmental Disorders. 2015. Vol. 45. № 9. P. 2865–2875. DOI: 10.1007/s10803-015-2449-y.