Parent-focused intervention for children with autism spectrum disorder (ASD) has garnered considerable evidence of effectiveness for treating core symptoms of the disorder. However, these programs often teach parents discrete skills that may or may not align with school-based interventions. Family-school partnerships (FSPs) are essential for children with ASD given the complex presentation of symptoms characteristic of this disorder. It is unclear how and to what degree current school-based interventions for children with ASD include parents and whether their inclusion is consistent with definitions of parent involvement or FSPs established in the literature. A systematic review of the school-based intervention literature for children with ASD was conducted on studies published between 2002 and 2017. Thirty-six articles met inclusion criteria. Results indicated interventions included parents in ways consistent with both parent involvement and FSPs, though the former model was more common. Findings suggest a need for greater focus on measuring parent behavioral outcomes when evaluating intervention effectiveness and developing or refining interventions to include meaningful family-school partnering. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

中文翻译：

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表征父母在基于学校的自闭症干预中的作用：系统的文献综述。

以父母为中心的针对自闭症谱系障碍（ASD）儿童的干预措施已经获得了有效的证据，可有效治疗该症的核心症状。但是，这些计划通常会教父母离散技能，这些技能可能会也可能不会与学校干预相吻合。鉴于这种疾病特征性症状的复杂表现，家庭与学校的伙伴关系（FSP）对于ASD儿童至关重要。目前尚不清楚当前针对ASD儿童的学校干预措施如何以及在何种程度上包括父母，以及他们的纳入是否与父母参与的定义或文献中建立的FSP一致。对2002年至2017年间发表的研究进行了针对ASD儿童的学校干预文献的系统评价.36篇文章符合纳入标准。结果表明，干预措施以与父母参与和FSP一致的方式包括父母，尽管前者模型更为普遍。研究结果表明，在评估干预效果以及开发或完善干预措施以包括有意义的家庭与学校合作时，需要更加关注衡量父母的行为结果。（PsycINFO数据库记录（c）2019 APA，保留所有权利）。