1.賀薈中，葉寧曉，易立新，楊長江：Validating the Repetitive Behavior Scale‑Revised for Children in China Aged 3 to 8 with Autism Spectrum Disorder
Journal of Autism and Developmental Disorders
Volume 49, Issue12.2019
Research on the repetitive behavior of children diagnosed with autism spectrum disorder (ASD) has recently gained scholarly attention. Restricted and repetitive behavior (RRB) is a core ASD symptom of various patterns and high prevalence. The Repetitive Behavior Scale-Revised (RBS-R) is a standard questionnaire used to assess RRB in individuals with ASD. This study collected data from 163 Chinese children aged 3–8 with ASD to analyze the validity and reliability of the RBSR. Results showed that the original tested items were adaptable to the Chinese cultural environment when treating such disorders. A confirmatory factor analysis was applied to the structuring models, indicating that a 5-factor model was more suitable for evaluating RRB in this context.
2.Fuyi Yang（楊福義）& Jianzhong Xu：A psychometric evaluation of teacher homework involvement scale in online learning environments
Current psychology (New Brunswick, N.J.)
Volume 38，2019
The current study evaluated the psychometric properties of the Teacher Homework Involvement Scale (THIS) for undergraduates in online environments. Based on a randomized divided sample, we carried out CFA with Group 1(n = 306) and Group 2 (n = 306), respectively. CFA findings from both groups indicated that THIS contained three factors: Homework Quality, Autonomy Support, and Feedback Quality. Results further revealed that there was measurement invariance between these two groups. In addition, our findings revealed that latent factor means were invariant across gender for both groups combined. Furthermore, the THIS showed very good to excellent reliability. Finally, consistent with theoretical expectations, the THIS was positively associated with desirable behaviors regarding online homework assignments (effort, time management, and completion), online course quality, and online course satisfaction.
3.Kung, M., Schmitt, S. A., Zhang, C., Whiteman, S. D., Yang, F.（楊福義）, & Purpura, D. J.：The role of mathematical language in mathematics development in China and the US
International Journal of Educational Research
Volume 95, 2019
The current study investigated how Chinese and US children’s mathematical language may be related to development of mathematics skills during preschool. Participants included 216 children (n = 125 from the US; n = 91 from China). On average, children were approximately four years old. Slightly over fifty percent were female. The main result was that despite no differences in fall mathematical skills among Chinese and US children with low mathematical language, there was a large gap in these children’s skills in the spring, with Chinese children outperforming US children. The finding provides support that structural language differences between Chinese and English (in particular, the embedded nature of mathematical language in Chinese) may provide differential supports for mathematical learning in preschool.
4.Schmitt, S. A., Korucu, I., Purpura, D. J., Whiteman, S., Zhang, C., & Yang, F（楊福義）：Exploring cross-cultural variations in the development of executive function for preschoolers from low and high socioeconomic families.
International Journal of Behavioral Development
Volume43, Issue 3, 2019
This study investigated cross-cultural variation in the development of executive functioning (EF) across the preschool period for United States and Chinese children from low and high socioeconomic families using a longitudinal design. Participants included 216 preschool children (n = 125 from the US; n = 91 from Shanghai and Jiangxi, China). On average, children were approximately 4 years old. In the US sample, 56% were female, and in the Chinese sample, 54% were female. Results from multi-level models varied slightly with regard to specific EF domains, but generally indicated that Chinese children experienced greater gains in EF during the preschool period compared to US children. Cross-cultural differences in EF growth did not vary by socioeconomic status. These findings highlight cultural variability in the development of EF and provide a foundation for additional research exploring factors that may help explain differential growth in EF for Chinese children compared to US children during the preschool period.
5.Sung, C., Connor, A., Chen, J.（陳蓮俊）, Lin, C., Kuo, H., & Chun, J.：Development, feasibility, and preliminary efficacy of an employment-related social skills intervention for young adults with high-functioning autism.
Autism : the international journal of research and practice Volume 23, Issue 6. 2019.
This article details the iterative development, feasibility, and preliminary efficacy of an 8-week work-related social skills intervention, Assistive Soft Skills and Employment Training, for young adults with high-functioning autism spectrum disorder. In this mixed-methods study, pre- and post-intervention surveys, interviews, and functional measures were used to gather information on the program’s feasibility, user acceptability, practicality, and preliminary efficacy. Results indicate that Assistive Soft Skills and Employment Training graduates showed significant improvements in work-related social skills knowledge, social functioning, and social/empathy self-efficacy. Participants and group facilitators also reported high satisfaction with program activities, training modalities, frequency, and duration of the intervention. Results support expanded use of group-based, work-related, social skills interventions for young adults with high-functioning autism spectrum disorder. Moreover, these findings, though preliminary, suggest that manualized, empirically based programs like Assistive Soft Skills and Employment Training promote improved social functioning, self-confidence, engagement, and adherence to training, as well as broader impacts, including improved sense of belonging and greater employability in this traditionally underserved population.
6.王玥，王夢潔，戎瑩，賀薈中，楊長江：Oxytocin therapy for core symptoms in autism spectrum disorder: An updated meta-analysis of randomized controlled trials
Research in Autism Spectrum Disorders
Volume 64, August 2019.
Background：Evidenceof oxytocin for treating core symptoms in autism spectrum disorder (ASD) acrossdevelopment remains mixed and establishing its role is critical for guidingtherapy.
Aim：Thecurrent paper is aimed to include new studies and provide a stricter andupdated meta-analysis to assess the oxytocin's effects on core symptoms in ASD.
Method：Computerizedsearch was conducted in PubMed, EMBASE, Cochrane Library, PsycINFO, Web ofScience Database and references in reviews from the earliest date available toSeptember 2018. Randomized controlled trials (RCTs) were identified whichevaluated the effectiveness of oxytocin on at least one of two domains inpatients with ASD,namely social function and repetitive behaviors.Standardized mean difference (SMD) and 95% confidence intervals (CIs) werecalculated, and heterogeneity was assessed using the I2 test.
Results：Sixteenstudies comprising 520 individuals with ASD were included in thismeta-analysis. Results suggested that oxytocin had a small and non-significanteffect on social function [SMD=0.03,95% CI (−0.19,0.25), p=0.781]and repetitive behaviors [SMD=0.01,95% CI (−0.26,0.27), p=0.952]compared with placebo. Studies included had a low heterogeneity (I2=46.4%, p=0.025in social function; I2=37.0%, p=0.123in repetitive behaviors).
Conclusions：Thecurrent meta-analysis demonstrated that oxytocin had a small andnon-significant effect on core symptoms in ASD population. With the limitednumber of included studies, more large-scale, rigorously and multi-site RCTsare needed to confirm the effectiveness of oxytocin as a treatment of ASD toacquire more convincing conclusions in the future.
7.楊福義：我國特殊教育學校教師教育效能感的調查與分析
本文以分布在9個省市的127所特殊教育學校的3 485名特殊教育學校教師作為研究對象,對我國特殊教育學校教師的教育效能感特徵進行調查與分析。結果表明:(1)我國特殊教育學校教師總體具有積極的一般教育效能感,但仍有一定的提升與發展空間;(2)不同性別、年齡、特教教齡的特殊教育學校教師一般教育效能感不存在顯著差異。但隨年齡和特教教齡增長,表現出"U型"發展趨勢;(3)特殊教育專業畢業的教師一般教育效能感顯著高於非特殊教育專業畢業的教師,而本科及以上學歷的特殊教育學校教師一般教育效能感顯著低於中專和大專學歷的特殊教育學校教師;(4)不同類型特殊教育學校的教師一般教育效能感存在顯著差異,培智/輔讀學校教師的教育效能感低於其他三類特殊教育學校的教師,綜合類特殊學校教師教育效能感低於盲校和聾校教師;(5)教授智障學生、自閉症學生和腦癱學生的特殊教育學校教師一般教育效能感(極其)顯著地低於不教授這三類學生的教師;(6)特殊教育學校教師的一般教育效能感與職業態度和離職意向存在相關,與其對特殊兒童、對特殊教育課程與教學以及對特殊教育的整體態度存在極其顯著的正相關。
8.賀薈中，蘇朦朦：成年聾人外周視覺加工優勢及其原因探究——從行為到腦的研究
對於缺乏聽覺信息輸入的聾人個體而言，視覺加工的速度和準確性直接影響其生活質量。大量研究表明，成年聾人在外周視覺上存在優勢，表現在運動覺察、定位以及更大的視野範圍等方面。究其原因，從行為層面來看，長期的聽覺損傷改變了成年聾人的注意機制，使其將更多的注意資源分配至外周視覺，並具有更加有效而快速的注意轉換能力；在腦的跨通道重組的研究中，發現成年聾人在進行外周視覺加工的過程中，視覺和聽覺區域無論在從初級皮層到高級皮層方面都進行了廣泛的重組。在此基礎上，本研究提出了未來可進一步研究的方向：聾童外周加工特徵的行為與腦的研究、聾人外周視覺的眼動研究、視覺刺激對聾人聽覺皮層跨通道重組的影響。
《上海師範大學學報(哲學社會科學版)》2019年05期
基於醫患關係建立及發展過程中群際互動和人際互動並存的實質,構建和諧醫患關係評估體系。主張和諧醫患關係是一種醫患雙方之間動態、可測、兼具群際關係特點的特殊人際關係,對醫患關係質量的測評可基於醫方和患方雙方的視角,藉由檢測表徵醫患關係的結果變量(如醫患信任、社會[群際]距離、醫療結果滿意度等)、原發變量(如醫療制度信任、診療人性觀、醫患群際認知差異、就醫期望等)以及中介變量(醫患溝通能力、共情能力、醫療事件歸因傾向等)的三級評估系統來做出評估;三級評估系統中各類檢測指標可面向醫方和患方同時檢測,獲得醫患之間在各類指標上的群際差異值,這些差異值即可作為和諧醫患關係的量化指數。在此基礎上,提出醫患關係失諧的三級預警系統。
10.安文軍，胡思思，郭媺，吳曉英，王和平：自閉症譜系障礙兒童青少年工作記憶研究進展
工作記憶作為執行功能的重要組成部分,對個體的注意力和記憶力有著重要的影響。現今工作記憶作為研究領域的熱點和重點,其相關研究報告逐漸增多。目前研究者採用各項研究範式進行測試,多數研究結果顯示,自閉症譜系障礙兒童青少年存在不同程度的工作記憶缺陷。現通過查閱和整理現有文獻,對多種研究範式下的視覺-空間工作記憶、言語工作記憶和中央執行系統的研究成果加以歸納和總結,為後續研究提供一些思路和意見。
11.張珍珍，連福鑫，賀薈中：小學隨班就讀自閉症譜系障礙兒童同伴關係現狀研究———以浙江省杭州市為例
以浙江省杭州市1-6年級16名隨班就讀自閉症譜系障礙兒童及其585名同班普通兒童為被試,採用同伴提名法以及社會網絡分析法,從同伴接納、友誼關係及班級社會網絡三個維度對隨班就讀自閉症譜系障礙兒童的同伴關係現狀及特點進行分析。結果顯示:(1)隨班就讀自閉症譜系障礙兒童的同伴接納水平較低,班級社交地位不高,在班級中普遍受到普通兒童的忽視與拒絕;(2)自閉症譜系障礙兒童朋友數量少,友誼關係欠佳;(3)在班級中社會網絡參與度低,處於班級社交網絡邊緣。
12.胡思思，王子純，程碩，王和平：上海市融合幼兒園教師對融合教育的態度調查
幼兒園教師作為幼兒的引導者,其對特殊幼兒的態度對學前融合教育發展有著重要的影響。現以上海市235名融合幼兒園教師為被試,調查其對特殊幼兒及學前融合教育的態度,結果發現,融合幼兒園教師對特殊幼兒有一定的了解,但接納度不高;對融合教育的了解較少,且態度略顯消極。現針對上海市學前融合教育情況,提出相關建議,以期為我國學前融合教育的發展提供借鑑和思路。
13.李典峻，顏琳，劉春玲：《英國高質量特殊教育服務體系的特徵與啟示——基於教育、醫療和社會保障計劃》
教育、醫療和社會保障計劃是2014年英國特殊教育服務體系改革的重要舉措,旨在進一步完善特殊教育服務體系,探索更高質量的特殊教育。在英國教育、醫療和社會保障計劃中,"以人為本"的特殊教育理念得到了彰顯,特殊教育服務流程得到了規範,特殊教育保障機製得到了完善。英國在提高特殊教育服務質量方面的經驗,為我國進一步完善特殊教育服務體系提供了啟示。
14.李金花，劉春玲，安文軍，王和平：中美自閉症譜系障礙兒童發生率研究現狀比較
近十多年來,國內外有關ASD的研究受到很大關注。文章比較中美兩國ASD發生率的研究後發現:美國ASD發生率總體上升,是全國性調查的結果,且使用統一的診斷工具進行持續性的跟蹤,變化特點有據可依;我國無全國性的流行病學調查,只有部分省市和地區進行了調查研究,無統一的診斷工具,變化特點無可靠依據。上述差異可能受到診斷、社會等因素的影響:診斷因素方面,美國的診斷年齡更早且分階段,診斷範圍更廣,診斷內容更具操作性,診斷方式更客觀;社會因素方面,美國的家長對兒童發育的知識普及程度更高,態度更積極主動,社會關注和社會支持更高。以上結果對我國在加強宣傳教育與社會支持、工具研發、專業人員培養、跟蹤研究、橫向研究等方面有重要參考價值。
文字 | 陳斐嫻 廖斌斌 張珍珍
編輯 | 廖斌斌 梅媛媛