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@article{2368699,
author = {Kantor, Jiri and Li, Jiaoli and Du, Jian and Svobodova, Zuzana and Klugar, Miloslav and SalehiandPourmehr, Hanieh and Hampton, David and Smolikova, Monika and Hasonová, Lucia and Mareckova, Jana and Zmeskalova, Daniela and Munn, Zachary},
article_location = {PHILADELPHIA},
article_number = {6},
doi = {http://dx.doi.org/10.11124/JBIES-22-00251},
keywords = {autism spectrum disorder; education; mental health; social interaction; tertiary education},
language = {eng},
issn = {2689-8381},
journal = {JBI Evidence Synthesis},
title = {Impact of educational and psychological interventions compared with standard care in college/university students with autism spectrum disorder: a systematic review protocol},
url = {https://journals.lww.com/jbisrir/fulltext/2023/06000/impact_of_educational_and_psychological.10.aspx},
volume = {21},
year = {2023}
}
TY - JOUR
ID - 2368699
AU - Kantor, Jiri - Li, Jiaoli - Du, Jian - Svobodova, Zuzana - Klugar, Miloslav - Salehi-Pourmehr, Hanieh - Hampton, David - Smolikova, Monika - Hasonová, Lucia - Mareckova, Jana - Zmeskalova, Daniela - Munn, Zachary
PY - 2023
TI - Impact of educational and psychological interventions compared with standard care in college/university students with autism spectrum disorder: a systematic review protocol
JF - JBI Evidence Synthesis
VL - 21
IS - 6
SP - 1299-1309
EP - 1299-1309
PB - LIPPINCOTT WILLIAMS & WILKINS
SN - 26898381
KW - autism spectrum disorder
KW - education
KW - mental health
KW - social interaction
KW - tertiary education
UR - https://journals.lww.com/jbisrir/fulltext/2023/06000/impact_of_educational_and_psychological.10.aspx
N2 - 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
ER -
KANTOR, Jiri, Jiaoli LI, Jian DU, Zuzana SVOBODOVA, Miloslav KLUGAR, Hanieh SALEHI-POURMEHR, David HAMPTON, Monika SMOLIKOVA, Lucia HASONOVÁ, Jana MARECKOVA, Daniela ZMESKALOVA and Zachary MUNN. Impact of educational and psychological interventions compared with standard care in college/university students with autism spectrum disorder: a systematic review protocol. \textit{JBI Evidence Synthesis}. PHILADELPHIA: LIPPINCOTT WILLIAMS \&{} WILKINS, 2023, vol.~21, No~6, p.~1299-1309. ISSN~2689-8381. Available from: https://dx.doi.org/10.11124/JBIES-22-00251.
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