黄四启， 朱 涵， 贺荟中
【关 键 词 】：
ICT； 孤独症谱系障碍； 阅读能力； 单一被试研究； 元分析
虽然快速发展的ICT为孤独症谱系障碍（Autism Spectrum Disorder，ASD）学生在数字化阅读时代中获得高质量教育提供了现实可能，但鲜有研究系统评估其对ASD学生阅读能力的干预效果和影响因素。为评估ICT干预对ASD学生阅读能力的影响以及深入探究对该影响起调节作用的相关变量，本研究对国内外40篇利用ICT干预ASD学生阅读能力的单一被试研究进行定量分析。结果显示，ICT干预对ASD学生阅读能力整体上具有高度的干预效果、极高的维持效果和中等的泛化效果；阅读能力层面、ICT干预类别、ASD学生基本特征（学段、种族、语言能力和ICT干预先备经验）以及干预过程基本特征（干预人员、干预环境和干预时长）均是ICT干预效果的重要调节变量。因此，为提高ICT干预应用于ASD学生阅读能力的效果，应深入挖掘多元类别ICT对ASD学生阅读能力的干预效果；为ASD学生提供适应性的设备使用培训、参与方式和阅读支架；提升不同干预人员的循证教学技能并创设丰富的阅读干预情境。
Although the rapid development of ICT has made it possible for students with Autism Spectrum Disorder (ASD) to obtain a high-quality education in the digital reading era, few studies have systematically evaluated its intervention effects and influencing factors on the reading ability of students with ASD. In order to evaluate the impact of ICT-based interventions on the reading ability of students with ASD and explore the related variables that regulate the impact, this study quantitatively analyzes 40 single-subject studies using ICT-based interventions on the reading ability of students with ASD at home and abroad. The results show that ICT-based interventions have a high intervention effect, a very high maintenance effect, and a moderate generalization effect on the reading ability of students with ASD on the whole. The reading ability, the type of ICT-based intervention, the basic characteristics of students with ASD (school stage, ethnicity, language ability, and ICT-based intervention preparation experience) and the basic characteristics of the intervention process (intervention personnel, intervention environment, and intervention duration) are all important moderating variables for the effects of ICT-based interventions. Therefore, in order to improve the effectiveness of ICT-based interventions applied to the reading ability of students with ASD, it is necessary to explore the effectiveness of multi-category ICT-base interventions on the reading ability of students with ASD, to provide adaptive training on device use, engagement styles, and reading scaffolding for students with ASD, and enhance the evidence-based teaching skills of different intervention personnel and create rich reading intervention situations.