Impact of Educational and Psychological Interventions Compared with Standard Care in College/University Students with Autism Spectrum Disorder: a Systematic Review Protocol

Kód výsledku v 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>

Nalezeny alternativní kódy

RIV/00216224:14110/23:00133387

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

Impact of Educational and Psychological Interventions Compared with Standard Care in College/University Students with Autism Spectrum Disorder: a Systematic Review Protocol

Popis výsledku v původním jazyce

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 Methods:A 3-step search strategy will be used to find both published and unpublished studies in MEDLINE, CINAHL, APA PsycINFO, SocINDEX, Web of Science, Clinical Trials, ProQuest Dissertations and Theses, Open Dissertations, ERIC, WHO ICRTP,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

Název v anglickém jazyce

Impact of Educational and Psychological Interventions Compared with Standard Care in College/University Students with Autism Spectrum Disorder: a Systematic Review Protocol

Popis výsledku anglicky

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

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50302 - Education, special (to gifted persons, those with learning disabilities)

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach<br>I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2023

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

JBI EVIDENCE SYNTHESIS

ISSN

2689-8381

e-ISSN

2689-8381

Svazek periodika

21

Číslo periodika v rámci svazku

6

Stát vydavatele periodika

AU - Austrálie

Počet stran výsledku

11

Strana od-do

1299-1309

Kód UT WoS článku

001003556200010

EID výsledku v databázi Scopus

2-s2.0-85161889654