目的 系统梳理同胞介入式干预在神经发育障碍儿童中的应用现状、实施要素及康复效果,为康复实践和后续研究提供参考。方法 在PubMed、Web of Science、EBSCO、CNKI、Wanfang Database及VIP数据库检索从建库至2025年4月的相关文献。对纳入的文献进行筛选,提取同胞介入式干预方法的时长、效果、结局评价工具等数据。结果 共纳入38篇文献,研究对象以孤独症谱系障碍儿童(34项)为主;同胞介入形式分为干预实施者(25项)、行为示范者(8项)和过程陪伴者(8项);同胞训练策略包含现场培训(16项)、视频学习(5项)及混合模式(5项);干预内容聚焦社交互动(25项)、言语沟通(12项)、学业任务(6项)和生活技能(6项);结局方向涵盖对障碍儿童(38项)、健全同胞(24项)及二者互动(27项)的影响;结局指标包含客观行为、发展能力及家庭主观体验等。结论 多数纳入研究报告同胞介入式干预可改善神经发育障碍儿童的社交与适应行为,且对健全同胞及家庭互动具有积极影响。未来需建立标准化体系,并结合中国家庭文化构建本土化、阶梯式干预模式。
Abstract
Objective To systematically synthesize the current applications, implementation components, and effects of sibling-mediated interventions for children with neurodevelopmental disorders, so as to provide guidance for rehabilitation practice and future research. Methods PubMed, Web of Science, EBSCO, CNKI, Wanfang Data, and the VIP Database were searched from inception to April 2025. Eligible studies were screened, and data concerning intervention duration, implementation approaches, effects, and outcome assessment instruments were extracted. Results A total of 38 studies were included, most of which involved children with autism spectrum disorder (n=34). Siblings participated as intervention agents (n=25), behavioral models (n=8), or companions throughout the intervention process (n=8). Sibling-training strategies included in-person training (n=16), video-based learning (n=5), and blended approaches (n=5). Interventions primarily focused on social interaction (n=25), verbal communication (n=12), academic tasks (n=6), and daily living skills (n=6). Outcomes assessed effects on children with neurodevelopmental disorders (n=38), typically developing siblings (n=24), and sibling dyadic interactions (n=27). Outcome measures encompassed objective behavioral indicators, developmental competencies, and subjective family experiences. Conclusions The majority of the included studies reported improvements in social interaction and adaptive behaviors among children with neurodevelopmental disorders following sibling-mediated interventions, as well as positive outcomes for typically developing siblings and family-level interactions. Future research should focus on establishing a standardized system and developing culturally adapted, tiered intervention models tailored to Chinese family contexts.
关键词
同胞介入式干预 /
神经发育障碍儿童 /
孤独症谱系障碍 /
范围综述
Key words
sibling-mediated intervention /
children with neurodevelopmental disorders /
autism spectrum disorder /
scoping review
{{custom_sec.title}}
{{custom_sec.title}}
{{custom_sec.content}}
参考文献
[1] 魏缙,邱昆树.我们需要怎样的家庭教育？——基于“传统与现代”双向批判的视角[J].中国特殊教育,2021,4:3-7.
Wei J, Qiu KS.What kind of family education do we need—Based on a perspective of two-way criticism of tradition and modernity[J].Chin J Spec Educ,2021,4:3-7.(in Chinese)
[2] Doan BA.Siblings as interventionists: A Systematic review of sibling-mediated interventions for children with autism[M].Temple University, 2020.
[3] 中共中央国务院.“健康中国2030”规划纲要[EB/OL].(2016-10-25)[2025-01-19].https://www.gov.cn/gongbao/content/2016/content_5133024.htm.
[4] Bene K, Lapina A.A Meta-analysis of sibling-mediated intervention for brothers and sisters who have autism spectrum disorder[J].Rev J Autism Dev Dis,2021,8(2):186-194.
[5] Zucker A,Chang Y,Maharaj R,et al.Quality of the sibling relationship when one sibling has autism spectrum disorder:A randomized controlled trial of a sibling support group[J].Autism,2022,26(5):1137-1152.
[6] Lynam A,Smith MM.Sibling involvement in interventions for children with a disability:A systematic review[J].Disabil Rehabil,2022,44(17):4579-4589.
[7] Lockwood C,dos Santos KB, Pap R.Practical guidance for knowledge synthesis: Scoping review methods[J].Asian Nurs Res,2019,13(5):287-294.
[8] Colletti G,Harris SL.Behavior modification in the home: Siblings as behavior modifiers, parents as observers[J].J Abnorm Child Psychol,1977,5(1): 21-30.
[9] Schreibman L, O'Neill RE, Koegel RL.Behavioral training for siblings of autistic children[J].J Appl Behav Anal,1983,16(2): 129-138.
[10] Clark ML, Cunningham LJ, Cunningham CE.Improving the social behavior of siblings of autistic children using a group problem solving approach[J]. Child Fam Behav Ther, 1989, 11(1): 19-33.
[11] Coe DA, Matson JL, Craigie CJ, et al. Play skills of autistic children: Assessment and instruction[J]. Child Fam Behav Ther, 1991, 13(3): 13-40.
[12] Strain PS, Danko CD. Caregivers' encouragement of positive interaction between preschoolers with autism and their siblings[J]. J Emot Behav Disord, 1995, 3(1): 2-12.
[13] Taylor BA, Levin L, Jasper S.Increasing play-related statements in children with autism toward their siblings:Effects of video modeling[J].J Dev Phys Disabil, 1999, 11(3): 253-264.
[14] Baker MJ. Incorporating the thematic ritualistic behaviors of children with autism into games: Increasing social play interactions with siblings[J].J Posit Behav Interv, 2000, 2(2): 66-84.
[15] Jones CD, Schwartz IS. Siblings, peers, and adults: Differential effects of models for children with autism[J]. Top Early Child Spec Educ, 2004, 24(4): 187-198.
[16] Tsao LL, Odom SL. Sibling-mediated social interaction intervention for young children with autism[J]. Top Early Child Spec Educ, 2006, 26(2): 106-123.
[17] Reagon KA, Higbee TS, Endicott K. Teaching pretend play skills to a student with autism using video modeling with a sibling as model and play partner[J]. Educ Treat Child, 2006, 29(3): 517-528.
[18] Dodd S, Hupp SDA, Jewell JD, et al. Using parents and siblings during a social story intervention for two children diagnosed with PDD-NOS[J]. J Dev Phys Disabil, 2008, 20(3): 217-229.
[19] Castorina LL, Negri LM. The inclusion of siblings in social skills training groups for boys with Asperger syndrome[J].J Autism Dev Disord, 2011, 41(1): 73-81.
[20] Ferraioli SJ, Harris SL. Teaching joint attention to children with autism through a sibling-mediated behavioral intervention[J].Behav Intervent,2011,26(4):261-281.
[21] Rayner C. Sibling and adult video modelling to teach a student with autism: Imitation skills and intervention suitability[J]. Dev Neurorehabil, 2011, 14(6): 331-338.
[22] Rayer C. Teaching students with autism to tie a shoelace knot using video prompting and backward chaining[J]. Dev Neurorehabil, 2011, 14(6): 339-347.
[23] Chu CH, Pan CY. The effect of peer-and sibling-assisted aquatic program on interaction behaviors and aquatic skills of children with autism spectrum disorders and their peers/siblings[J]. Res Autism Spect Dis, 2012, 6(3): 1211-1223.
[24] Walton KM, Ingersoll BR. Evaluation of a sibling-mediated imitation intervention for young children with autism[J].J Posit Behav Interv,2012,14(4): 241-253.
[25] Lewandowski JF, Hutchins TL, Prelock PA, et al. Examining the benefit of including a sibling in story-based intervention with a child with Asperger syndrome[J]. Contemp Issues Commun Sci Disord, 2014, 41: 179-195.
[26] Huskens B, Palmen A, van der Werff M, et al. Improving collaborative play between children with autism spectrum disorders and their siblings: The effectiveness of a robot-mediated intervention based on Lego® therapy[J]. J Autism Dev Disord, 2015, 45(11): 3746-3755.
[27] Ozen A. Effectiveness of siblings-delivered iPad game activities in teaching social interaction skills to children with autism spectrum disorders[J].Educ Sci-Theor Pract,2015,15(5): 1287-1303.
[28] Ahmed MM.Implementing a joint attention intervention by siblings:Effects on children with autism spectrum disorder[J].Psycho-Educ Res Rev,2016,5(1):10-16.
[29] Grosberg D, Charlop MH. Teaching conversational speech to children with autism spectrum disorder using text-message prompting[J]. J Appl Behav Anal, 2017, 50(4): 789-804.
[30] Neff ER, Betz AM, Saini V, et al. Using video modeling to teach siblings of children with autism how to prompt and reinforce appropriate play[J]. Behav Intervent, 2017, 32(3): 193-205.
[31] Douglas SN, Kammes R, Nordquist E, et al. A pilot study to teach siblings to support children with complex communication needs[J].Commun Disord Q, 2018,39(2):346-355.
[32] Spector V, Charlop MH. A sibling-mediated intervention for children with autism spectrum disorder: Using the natural language paradigm (NLP)[J].J Autism Dev Disord,2018,48(5):1508-1522.
[33] Akers JS, Higbee TS, Pollard JS, et al. Sibling-implemented script fading to promote play-based statements of children with autism[J].Behav Anal Pract, 2018, 11(4): 395-399.
[34] Daffner MS, DuPaul GJ, Kern L, et al. Enhancing social skills of young children with ADHD: Effects of a sibling-mediated intervention[J].Behav Modif, 2020, 44(5): 698-726.
[35] Tsao LL. Brothers as playmates for their siblings with developmental disabilities: A multiple-baseline design study[J]. Child Youth Care For, 2020, 49(3): 409-430.
[36] Kent C, Cordier R, Joosten A, et al. Can we play together? A closer lookat the peers of a peer-mediated intervention to improve play in children with autism spectrum disorder[J].J Autism Dev Disord,2020, 50(8): 2860-2873.
[37] Watkins L, Tomeny T, O'Reilly M, et al.A naturalistic behavioral intervention to increase interaction between siblings with and without autism[J].Behav Modif,2021,45(6): 863-886.
[38] Glugatch LB, Machalicek W. Examination of the effectiveness and acceptability of a play-based sibling intervention for children with autism: A single-case research design[J].Educ Treat Child, 2021, 44(4): 249-267.
[39] 李海贝, 高超, 尚清. 共同注意和同伴介入法对孤独症谱系障碍儿童的疗效观察[J]. 中国儿童保健杂志, 2022, 30(2): 153-156.
Li HB, Gao C, Shang Q. Application research of joint attention and peer-mediated intervention in autism spectrum disorders[J]. Chin J Child Health Care, 2022, 30(2): 153-156. (in Chinese)
[40] Dong Y, Chow BWY, Mo J, et al. Dialogic reading with attention-deficit-hyperactivity disorder (ADHD) kindergarteners: Does reading with parents or siblings enhance their language development?[J].Dev Psychol, 2023, 59(5): 862.
[41] Hacker RE, Meadan H, Terol AK. Siblings supporting the social interactions of children who use augmentative and alternative communication[J].Am J Speech-Lang Pat,2023,32(1):201-215.
[42] Yuan C, Wang L, Zhang QA, et al.Teaching children with autism through self-monitored sibling-implemented intervention[J].J Behav Educ,2024,33(3):541-560.
[43] Yuan C, Wang L, Milutinovic N, et al. Teaching children with autism through sibling interventionists coached via telehealth[J]. J Dev Phys Disabil, 2024, 36(3): 441-459.
[44] Waddington H, Wilson E, van Noorden L, et al. Sibling-mediated early start Denver model support for young autistic children[J]. J Child Fam Stud, 2024, 33(10): 3350-3370.
[45] Weisberg HR, Alaimo CM, Jones EA. Teaching siblings to encourage and praise play: Supporting interactionswhen one sibling is autistic[J].J Dev Phys Disabil,2025,37(2):291-320.
[46] 夏艳雨,杨仪琳,祝美婷,等.家庭主义价值观的代际传递:教养方式与家庭功能的作用[J].应用心理学,2026,32(2):131-140.
Xia Yanyu, Yang Yilin, Zhu Meiting, et al. The Intergenerational Transmission of Familism Values: The Role of Parenting Styles and Family Functioning[J]. Chin J Appl Psychol,2026,32(2):131-140. (in Chinese)
[47] 薛雪,宁宁,宿淑华,等.孤独症儿童的手足关系及支持策略研究综述[J].绥化学院学报,2023,43(1):73-77.
Xue X, Ning N, Su SH,et al. A review of sibling relationships and support strategies for autistic children[J]. Journal of Suihua University,2023, 43(1):73-77.(in Chinese)
PDF(792 KB)
