J 2023

Impact of educational and psychological interventions compared with standard care in college/university students with autism spectrum disorder: a systematic review protocol

KANTOR, Jiri, Jiaoli LI, Jian DU, Zuzana SVOBODOVA, Miloslav KLUGAR et. al.

Základní údaje

Originální název

Impact of educational and psychological interventions compared with standard care in college/university students with autism spectrum disorder: a systematic review protocol

Autoři

KANTOR, Jiri (203 Česká republika), Jiaoli LI (garant), Jian DU, Zuzana SVOBODOVA (203 Česká republika), Miloslav KLUGAR (203 Česká republika, domácí), Hanieh SALEHI-POURMEHR, David HAMPTON, Monika SMOLIKOVA (203 Česká republika), Lucia HASONOVÁ (703 Slovensko, domácí), Jana MARECKOVA (203 Česká republika), Daniela ZMESKALOVA (203 Česká republika) a Zachary MUNN

Vydání

JBI Evidence Synthesis, PHILADELPHIA, LIPPINCOTT WILLIAMS & WILKINS, 2023, 2689-8381

Další údaje

Jazyk

angličtina

Typ výsledku

Článek v odborném periodiku

Obor

30304 Public and environmental health

Stát vydavatele

Spojené státy

Utajení

není předmětem státního či obchodního tajemství

Odkazy

Impakt faktor

Impact factor: 2.700 v roce 2022

Kód RIV

RIV/00216224:14110/23:00133387

Organizační jednotka

Lékařská fakulta

DOI

UT WoS

001003556200010

Klíčová slova anglicky

autism spectrum disorder; education; mental health; social interaction; tertiary education

Štítky

Příznaky

Mezinárodní význam, Recenzováno
Změněno: 1. 2. 2024 14:40, Mgr. Tereza Miškechová

Anotace

V originále

Objective:This review will explore the impact of educational and psychological interventions on educational, social, behavioral, and mental health outcomes in students with autism spectrum disorder in tertiary education. Introduction:This systematic review will inform a new guideline on support for students with autism spectrum disorder in the tertiary education environment. These students face multiple educational, behavioral, social, and health-related problems that require effective interventions. Inclusion criteria:Participants are students with autism spectrum disorder in a tertiary education study program. Educational and psychological interventions will be included, such as accommodations, meta-cognitive and self-regulation training, psychological counseling, social skills training, and peer-mentoring/academic coaching. The comparator will be standard care. The study outcomes will include academic drop-out rates and evaluations, learning skills, social skills and social engagement, behavior, mental health (including anxiety, stress, and depression), and employment after graduation. This review will consider quantitative studies only. Methods:A 3-step search strategy will be used to find both published and unpublished studies in MEDLINE, CINAHL, APA PsycINFO, SocINDEX, Web of Science, Clinical Trials, ProQuest Dissertations and Theses, Open Dissertations, ERIC, WHO ICRTP, and Google Scholar. There will be no date or language limitations. All stages of article screening, critical appraisal, and data extraction will be conducted by 2 independent reviewers with the resolution of any disagreements done via consensus or through a senior reviewer. If possible, the included studies will be pooled using meta-analysis. The degree of certainty of the evidence will be assessed according to the Grading of Recommendations, Assessment, Development and Evaluation (GRADE) approach. Systematic review registration number:PROSPERO CRD42022323554