Impact of Educational and Psychological Interventions Compared with Standard Care in College/University Students with Autism Spectrum Disorder: a Systematic Review Protocol
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15410%2F23%3A73623432" target="_blank" >RIV/61989592:15410/23:73623432 - isvavai.cz</a>
Alternative codes found
RIV/00216224:14110/23:00133387
Result on the web
<a href="https://journals.lww.com/jbisrir/fulltext/2023/06000/impact_of_educational_and_psychological.10.aspx" target="_blank" >https://journals.lww.com/jbisrir/fulltext/2023/06000/impact_of_educational_and_psychological.10.aspx</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.11124/JBIES-22-00251" target="_blank" >10.11124/JBIES-22-00251</a>
Alternative languages
Result language
angličtina
Original language name
Impact of Educational and Psychological Interventions Compared with Standard Care in College/University Students with Autism Spectrum Disorder: a Systematic Review Protocol
Original language description
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 Methods:A 3-step search strategy will be used to find both published and unpublished studies in MEDLINE, CINAHL, APA PsycINFO, SocINDEX, Web of Science, Clinical Trials, ProQuest Dissertations and Theses, Open Dissertations, ERIC, WHO ICRTP,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
Czech name
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Czech description
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Classification
Type
J<sub>imp</sub> - Article in a specialist periodical, which is included in the Web of Science database
CEP classification
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OECD FORD branch
50302 - Education, special (to gifted persons, those with learning disabilities)
Result continuities
Project
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Continuities
S - Specificky vyzkum na vysokych skolach<br>I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Others
Publication year
2023
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Name of the periodical
JBI EVIDENCE SYNTHESIS
ISSN
2689-8381
e-ISSN
2689-8381
Volume of the periodical
21
Issue of the periodical within the volume
6
Country of publishing house
AU - AUSTRALIA
Number of pages
11
Pages from-to
1299-1309
UT code for WoS article
001003556200010
EID of the result in the Scopus database
2-s2.0-85161889654