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.

Basic information

Original name

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

Authors

KANTOR, Jiri (203 Czech Republic), Jiaoli LI (guarantor), Jian DU, Zuzana SVOBODOVA (203 Czech Republic), Miloslav KLUGAR (203 Czech Republic, belonging to the institution), Hanieh SALEHI-POURMEHR, David HAMPTON, Monika SMOLIKOVA (203 Czech Republic), Lucia HASONOVÁ (703 Slovakia, belonging to the institution), Jana MARECKOVA (203 Czech Republic), Daniela ZMESKALOVA (203 Czech Republic) and Zachary MUNN

Edition

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

Other information

Language

English

Type of outcome

Článek v odborném periodiku

Field of Study

30304 Public and environmental health

Country of publisher

United States of America

Confidentiality degree

není předmětem státního či obchodního tajemství

References:

Impact factor

Impact factor: 2.700 in 2022

RIV identification code

RIV/00216224:14110/23:00133387

Organization unit

Faculty of Medicine

DOI

UT WoS

001003556200010

Keywords in English

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

Tags

Tags

International impact, Reviewed
Změněno: 1/2/2024 14:40, Mgr. Tereza Miškechová

Abstract

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