Our main purpose in this review was to determine the extent to which ecological validity was demonstrated and assessed in single-case experimental design (SCED) studies examining the effectiveness of function-based interventions (FBIs) for children with autism spectrum disorder (ASD) within schools. We reviewed 55 SCED studies published between 1985 and 2019 to identify indicators of ecological validity and the instruments used to assess it. We also conducted an analysis to determine the extent to which implementation procedures were described. Results indicated that approximately half of the assessments and FBIs were conducted by teachers in classrooms. Approximately 50% of the assessments and FBIs were implemented within the context of isolated sessions and required multiple implementers. Ecological validity was assessed in seven of the studies reviewed. A complete description of implementation procedures was provided for approximately half of the assessments and FBIs. Limitations of the present review and future directions for research are discussed.

我们在本次审查中的主要目的是确定在单案例实验设计 (SCED) 研究中证明和评估生态有效性的程度，该研究检查基于功能的干预措施 (FBIs) 对自闭症谱系障碍 (ASD) 儿童的有效性学校。我们回顾了 1985 年至 2019 年间发表的 55 项 SCED 研究，以确定生态有效性指标和用于评估它的工具。我们还进行了分析以确定描述实施程序的程度。结果表明，大约一半的评估和 FBI 是由教师在课堂上进行的。大约 50% 的评估和 FBI 是在独立会议的背景下实施的，需要多个实施者。在审查的七项研究中评估了生态有效性。为大约一半的评估和联邦调查局提供了实施程序的完整描述。讨论了本综述的局限性和未来的研究方向。