Entrainement à la reconnaissance des émotions dans le trouble du spectre de l'autisme: une revue systématique des défis liés à la généralisation

Aperçu: G.M.

L'étude évalue la généralisation des résultats des essais contrôlés randomisés (ECR) évaluant la formation à la reconnaissance des émotions (ER) pour les enfants et les adolescents avec un diagnostic de troubles du spectre de l'autisme (TSA).

La recherche a identifié 13 études admissibles. Les participants étaient principalement des garçons avec un diagnostic de TSA dans la gamme de IQ normative (IQ> 70), âgés de 4 à 18 ans selon les études. Les interventions et les mesures de résultats étaient très variables.  

La généralisation des résultats des ECR disponibles actuellement reste incertaine. Cela souligne l'importance d'impliquer les enfants avec un diagnostic de TSA et leurs aidants dans les décisions de traitement éclairées. 

Dev Neurorehabil. 2017 Apr 10:1-14. doi: 10.1080/17518423.2017.1305004.

Emotion recognition training in autism spectrum disorder: A systematic review of challenges related to generalizability

Berggren S^1,2, Fletcher-Watson S³, Milenkovic N¹, Marschik PB^1,4, Bölte S^1,2, Jonsson U^1,2,5.

Author information

1

a Center of Neurodevelopmental Disorders at Karolinska Institutet (KIND), Pediatric Neuropsychiatry Unit, Department of Women's and Children's Health , Karolinska Institutet , Stockholm , Sweden.

2

b Child and Adolescent Psychiatry, Center of Psychiatry Research, Stockholm County Council , Stockholm , Sweden.

3

c Moray House School of Education, University of Edinburgh , Edinburgh , UK.

4

d Institute of Physiology, Research Unit iDN (Interdisciplinary Developmental Neuroscience), Medical University of Graz , Graz , Austria.

5

e Department of Neuroscience , Child and Adolescent Psychiatry, Uppsala University , Uppsala , Sweden.

Abstract

PURPOSE:

To assess the generalizability of findings from randomized controlled trials (RCTs) evaluating emotion recognition (ER) training for children and adolescents with autism spectrum disorder (ASD).

METHODS:

We present a systematic review and narrative synthesis of the determinants of external validity in RCTs on ER training. Generalizability of the findings across situations, populations, settings, treatment delivery, and intervention formats was considered.

RESULTS:

We identified 13 eligible studies. Participants were predominantly boys with ASD in the normative IQ range (IQ > 70), with an age span from 4 to 18 years across studies. Interventions and outcome measures were highly variable. Several studies indicated that training may improve ER, but it is still largely unknown to what extent training effects are translated to daily social life.

CONCLUSION:

The generalizability of findings from currently available RCTs remains unclear. This underscores the importance of involving children with ASD and their caregivers in informed treatment decisions.

PMID: 28394669

DOI: 10.1080/17518423.2017.1305004