autism spectrum disorder

Autism Spectrum Disorder (ASD) is one of the most complex developmental disorders, affecting children's cognitive, emotional, and social abilities. Emotion regulation and attachment styles are critical factors that can directly influence social skills and anxiety levels in children with this disorder. Despite numerous studies on ASD, significant gaps remain in understanding the mediating role of emotion regulation in these relationships.Amis: The present study aimed to investigate the mediating role of emotion regulation in the relationship between attachment styles, social skills, and anxiety in children with autism spectrum disorder.

This correlational study utilized structural equation modeling. The statistical population included all children with ASD in Kermanshah during the academic year 2023-2024. From this population, 200 children were selected through convenience sampling based on inclusion and exclusion criteria. Data were collected using the Middle Childhood Attachment Questionnaire (Ronaghi et al., 2013), Social Skills Questionnaire (Bellini & Hopf, 2007), Emotion Regulation Questionnaire (Shields & Cicchetti, 1997), and Anxiety Scale (Rogers et al., 2016). Data analysis was conducted using SPSS-24 and Amos-24 software.

Results indicated that more secure attachment styles were associated with increased social skills (β= 0.382) and decreased anxiety (β= -0.138) in children with ASD. Additionally, emotion regulation mediated the relationship between attachment style and social skills (β= 0.067) and between attachment style and anxiety (β= -0.029) (p< 0.05).

It is recommended that appropriate intervention programs be designed by specialists and implemented in exceptional centers and schools for children with autism spectrum disorder. Additionally, family education workshops (especially for mothers/caregivers) should be organized, focusing on the role of attachment styles in social skills and anxiety in children with autism spectrum disorder.

This study aimed to investigate the effectiveness of the rehabilitation package based on executive functions on cognitive flexibility and social interaction of students with autism spectrum disorder. This research was semi-experimental, involving a pre-test, post-test and control group, and follow-up period. The statistical population comprised all male pupils diagnosed with autism spectrum disorder in the academic year 2022-2023 in Tehran. Available sampling method was employed to select 20 male students from a special school for autism spectrum disorder, based on the criteria for admission and the existence of the study. These students were inadvertently divided into two groups: the control and experimental. The individual underwent 20 sessions of cognitive rehabilitation intervention that focused on executive functions,each lasting 20 minutes. The experimental group and the control group did not receive any intervention. Data was collected before, after, and two months after the cognitive rehabilitation program was implemented using the Wisconsin Card Sorting Test (WCST) and the Gilliam Autism Rating Scale (GARS) (Social Interaction Subscale). T​he SPSS software version 24 was employed to conduct data analysis using the repeated measurement method. The results revealed that the cognitive rehabilitation package, which is founded on executive functions, has had an impact on the social interaction and cognitive flexibility of students with autism spectrum disorder (P<0/001). The cognitive rehabilitation program mentioned above was found to have enhanced cognitive flexibility and increased social interaction among students with autism spectrum disorder. It is suggested that this program be used to enhance and enhance executive functions and mitigate behavioral symptoms in academic environments for children with autism spectrum disorder.

Studies of Autism Spectrum Disorder (ASD), a condition marked by deficits in social interaction, communication, and repetitive behaviors, highlight the intricate relationship between language and the brain. First described by Leo Kanner and Hans Asperger, ASD encompasses a spectrum of abilities, ranging from individuals with severe cognitive impairments to those with high intelligence but persistent social and communication challenges. Language development varies widely, with some individuals remaining nonverbal while others face subtle linguistic difficulties.Autism prevalence has increased significantly, with recent estimates indicating rates of 1 in 36 children, disproportionately affecting boys. Language deficits in ASD span pragmatic, lexical-semantic, prosodic, and discourse abilities. For linguistic assessments, protocols like the P.M.E.C. evaluate these skills, aiding in diagnosis and intervention strategies. Studies show individuals with ASD exhibit delays in language acquisition, reduced vocabulary, and difficulties in understanding idiomatic expressions, Gricean principles, and word-sentence coherence.Comparative studies reveal that linguistic challenges in ASD are consistent across languages and populations. Research highlights atypical semantic networks, local processing bias, and challenges in semantic clustering, particularly in abstract categories like fruits. Despite these challenges, visual aids, imitation, and repetition can support language learning in individuals with ASD.Assessment using P.M.E.C. has extended beyond ASD to include individuals with brain damage, showing varying impacts of right and left hemisphere damage on linguistic abilities. Insights from such studies inform interventions tailored to improve the language and cognitive abilities of individuals with ASD.

Participants This quantitative study employed an experimental design to assess language disorders in Persian-speaking adults with autism. In 2021, participants were recruited purposefully from speech therapy centers, the Tehran Autism Society, exceptional education centers, and the Tehran Welfare Organization, Iran. These centers provided access to individuals diagnosed with autism during childhood or adolescence, aged 25 to 44. After initial screening and applying inclusion and exclusion criteria, 13 adults with autism were selected.Inclusion Criteria: Native Persian speakers aged 25-44 years. Autism diagnosis confirmed through clinical records.

Table 2. Results of comparing the two groups using the paired t-test (parametric test) showed significant differences between the autism group and controls across all subtests, highlighting impairments in lexical-semantic skills among individuals with autism:Table 2. Results of comparing the two groups using the paired t-test (parametric test) Subtest P-value Verbal Fluency (Free) 0.003 Verbal Fluency (Orthographic: b) 0.004 Verbal Fluency (Semantic: Clothes) 0.000 Semantic Judgment 0.014

Consistent with prior research (e.g., Karami 2011 (15), Howlin 2003 (23); Friedman and Sterling 2019 (32)), the study found significant communication impairments in Persian-speaking adults with autism. Notably, moderate to severe deficits were observed in three subtests (38% impairment in Verbal Fluency [Free], 61% in Verbal Fluency [Semantic: Clothes], and 46% in Semantic Judgment).

Relatively Better Performance in Phonemic Tasks:

Participants performed better in the Verbal fluency (Orthographic: b) task (0% impairment), likely due to the reliance on formal phonemic cues rather than semantic retrieval.

Similar deficits in vocabulary and comprehension have been noted in adults with high-functioning autism and Asperger’s syndrome (23).Differences in performance across semantic categories (e.g., animals vs. clothing) align with findings by Foldager et al. (2023), emphasizing variability in task-specific experiences (30).

The impairments in lexical-semantic tasks reinforce the need for targeted therapeutic interventions focusing on vocabulary development and semantic relationships. Improving these skills can significantly enhance communication abilities and overall quality of life for individuals with autism.

This study highlights the importance of addressing lexical-semantic skill deficits in autistic Persian-speaking adults. The findings underscore the need for tailored rehabilitation programs and provide valuable insights for academic, clinical, and research applications.

Autism spectrum disorder is a neurodevelopmental disorder that causes failure in communication, social interaction and stereotyped behaviors. The present study was conducted with the aim of investigating the effectiveness of sensory-motor integration exercises on balance performance in children with autism spectrum disorder. The quasi-experimental research design was pre-test and post-test with a control group. The statistical population of the research was all the students of Rasht who were studying in the academic year of 1402-1403. The sample consisted of 30 children (boys and girls) who were selected by the available sampling method and based on the entry and exit criteria of the study and randomly assigned to two groups of 15 people. The children of the experimental group were subjected to an intervention with a package of sensory-motor integration exercises for 12 sessions of 45 minutes, while the control group did not receive any intervention. Data were analyzed by multivariate and univariate covariance analysis methods in SPSS 25 software. The research findings showed that sensory-motor integration exercises improve balance performance in children with autism spectrum disorder (P<0.001). In general, it can be said that the desired intervention has improved the child's deficiency in balance performance by affecting the improvement of sensory coherence and eliminating the problems related to less or more sensitivity than the sensory limit; Therefore, it is suggested to use the intervention program used in this research to improve the balance performance of children with autism spectrum disorder.

The purpose of this study is to investigate the effect of wearing a face mask on face perception in children with autism spectrum disorders. 18 children (13 boys, 5 girls) with high functioning autism and normal intelligence in the age range of 7 to 12 years old (Mage = 9.917, SD = 1.7342) participated in the research using an available sampling method. The participants in this research performed a face recognition and discrimination task that included familiar and unfamiliar faces for the child. During the task, the number and duration of fixations in the areas of interest (AOI) were recorded by an eye tracker. Finally, the dependent t-test method was used to analyze the collected data. The results showed that when comparing familiar and unfamiliar faces with face mask, as well as, when comparing familiar and unfamiliar faces without face mask, the number and duration of fixations in the different AOIs are not significantly different. Also, for familiar and unfamiliar faces separately, the number and duration of fixations in the eye area was not significantly different from the face mask area. The pattern of the results obtained from comparing familiar faces with and without face mask was similar to the pattern of the results obtained from the comparison of unfamiliar faces with and without face mask. Overall, the findings indicate that the face mask has a similar effect on the pattern of looking at familiar and unfamiliar faces. Furthermore, the way we look at the eye area is almost comparable to that of the face mask area.

Autism Spectrum Disorder (ASD) is a neurodevelopmental condition that is accompanies by behavioral and cognitive difficulties. Given the diverse problems faced by children with ASD, the prevalence of depression is high in their parents. From a cognitive perspective, attentional bias to sad stimuli is associated with depression. Therefore, the main objectives of this study were to compare the severity of depressive symptoms in mothers and fathers of children with ASD and to investigate the relationship between depressive symptom severity and attentional bias in both groups. To achieve these objectives, a total of 60 parents of children with ASD were selected using convenience sampling. The severity of depressive symptoms in the parents was assessed using the Beck Depression Inventory-II, and their attentional bias was evaluated through the emotional Stroop task. The results indicated that the severity of depressive symptoms was higher in mothers compared to fathers. Both groups exhibited attentional bias towards sad materials; however, the relationship between attentional bias and severity of depressive symptoms was not found to be significant. The attentional bias towards sad stimuli and the vulnerability to depression in parents of children with ASD have been discussed.

Autism spectrum disorder (ASD) is a developmental disability that can cause significant communication challenges. Because communication skills are essential to developing other skills, it seems necessary to use early interventions to improve communication skills in children with ASD. Therefore, the aim of this systematic review was to summarize current research about the effect of the Hanen parent program on the communication, interaction, and language skills of children with ASD. Accordingly, it was searched for all articles and dissertations indexed in Persian and foreign databases, in ScienceDirect, Sagepub, Eric, Wiley, Springer, Pubmed, ProQuest, Noormags, Sid, Magiran, and Irandoc in the period 1990 to 2022; using a combination of expressions including “autism spectrum disorder”, “Hanen parent program”, “communication skills” and “early intervention”. Thus, according to the eligibility criteria (Inclusion and exclusion), thirteen articles were included in this systematic review. The results of these studies showed that the Hanen parent program can lead to the natural acquisition of communication skills in children with ASD by relying on strategies in the natural environment and parent-child interaction. Therefore, it is suggested that the Hanen parent program be used as a beneficial early intervention for children with ASD. However, due to the research limitations that reduce the generalization of the results, its effectiveness requires more detailed studies.

The present study was conducted with the aim of comparing the effectiveness of acceptance and commitment therapy and cognitive behavioral therapy on the personality traits of mothers having children with autism spectrum disorder. This study was semi-experimental with a pre-test-post-test design and a control group. 45 mothers having children with autism spectrum disorder were selected by available sampling method and were equally and randomly placed in two experimental groups and one control group (15 people in each group). The experimental groups received separate training in acceptance and commitment therapy and cognitive behavioral therapy, while the members of the control group did not participate in these programs. Subjects were evaluated using the five major personality factors questionnaire (1987). The data was analyzed using univariate and multivariate analysis of covariance. The research findings indicated that acceptance and commitment therapy was effective on extroversion and cognitive-behavioral therapy was effective on the responsibility of this group of people (P<0.01). Also, examining the difference between the effectiveness of acceptance and commitment therapy and cognitive-behavioral therapy showed that there was a significant difference between the effectiveness of these two treatment methods on extroversion and responsibility (P<0.05). From this research, it can be concluded that acceptance and commitment therapy and cognitive behavioral therapy can play an important role in modulating the personality traits of mothers having children with autism spectrum disorder.

Some children encounter developmental disorders in biological growth and evolution that significantly impact developmental stages. One of these well-known genetic and neurodevelopmental disorders is autism. Autism Spectrum Disorder (ASD) is characterized by various challenges in communication, social interactions, and stereotypical behavior patterns during early developmental stages, leading to prominent functional impairment in individuals. Recently, the evolution of motor skills in children diagnosed with ASD has gained considerable attention, sparking debates on whether motor impairments could be a primary feature of the autism spectrum. However, weaknesses and inconsistencies in motor abilities can lead to social isolation, limited participation in daily activities, language difficulties, issues with play, eye contact, communication challenges, academic and occupational setbacks, anxiety, learning difficulties, dependence, stereotypical behaviors, aggression, rejection of peers, and more. Nevertheless, autism spectrum disorder remains one of the prevalent conditions among children, primarily understood in the context of biological foundations and neurological dysfunction. However, external factors such as the absence of identification, treatment, and care systems, low societal and familial awareness about this disorder, and lack of support for children affected by autism are considered significant societal issues in Afghanistan. Therefore, the main objective of this research is to investigate the effects of visual exercises on the motor abilities of children with ASD in Kabul, Afghanistan.

The current research is of a quantitative and quasi-experimental nature and is conducted through a fieldwork approach. The statistical population of the study consisted of children with autism spectrum disorder ASD in Kabul, Afghnistan. A purposive and accessible sampling method was employed to select 14 children aged 6 to 12 years who were re-evaluated for autism diagnosis using the Autism Diagnostic Interview-Revised (ADI-R). These children were divided into pre-test and post-test groups and underwent a 6-week intervention with 30-minute sessions. The critical criteria for sample selection included age (between 6 and 12 years), absence of physical problems and disorders, absence of chronic mental disorders diagnosed by a psychologist, parental and guardian consent, and normal intelligence (IQ>70) based on the assessment (23). Visual impairment was also not reported. In this study, variables were categorized into three groups: independent, dependent, and control variables. The independent variable encompassed six weeks of visual exercises. The dependent variable included static balance, dynamic balance, and finger movement. Finally, the control variable was the intelligence level of the participants. Modified Leckey assessment, Hierarchical Assessment of Balance and Coordination (HABC), and Peabody Developmental Motor Scales (PDMS-2) were used as assessment tools to measure motor abilities. After collecting research data, the data were entered into the SPSS-26 software. Confirming the distribution, normality, and homogeneity of the data was done using central tendency and dispersion indices. Subsequently, inferential tests, including the Shapiro-Wilk test (to determine the normal distribution of data), dependent t-test (for within-group effects), and independent t-test (for between-group differences) were conducted at a significance level of 0.05.

Before data analysis, an examination of statistical indices was conducted. The report of this section indicated that the mean scores of the research groups in both experimental and control conditions were normal, and no significant abnormal difference was found. Additionally, before investigating the interventions of visual exercises on motor abilities among the research samples, it was necessary to examine the homogeneity of the groups. For this purpose, an independent t-test was used to assess and compare the visual abilities of children with autism (experimental group and control group) in the pre-test stage. The results showed that in the pre-test stage, considering the test statistics, a significant difference was observed in the motor abilities of the research samples. Dependent t-test results indicated that visual exercises led to significant changes in the motor abilities of the research samples to varying extents. The presented table indicated differences in the scores of research groups resulting from the interventions of these exercises, and statistically, all these differences were reported as significant (P<0.05). Furthermore, an independent t-test was used to compare the effects of visual exercises on motor abilities between groups. The results demonstrated that there were significant differences in the effects of visual exercises on dynamic balance, static balance, and finger movement of children with autism in the experimental group compared to the control group (P<0.05). The findings of these tests suggest that children with autism have diverse motor abilities, and these abilities can be improved and directed toward better adaptability through various interventions and exercises, including visual exercises. In conclusion, the research findings indicated that visual exercises had positive and significant effects on the motor abilities of children with autism in static balance, dynamic balance, and finger movement.

Children with ASD in Afghanistan are among the most underserved globally, lacking any programs or institutions for identification, treatment, care, and support. Therefore, at the very least, interventions and auxiliary exercises can assist in improving the abilities, adaptability, and coordination of their body parts. This research, employing a semi-experimental and field-based approach, has aimed to take a small step towards opening up the culture of research and investigation related to the autism spectrum. It calls for the attention of all domestic and international educators, medical communities, academic societies, and policymakers to focus on the identification, care, treatment, and support of children on the autism spectrum. In conclusion, the overall findings of the research indicate that children with autism in Afghanistan, who are numerous due to general conditions and persistent crises, require identification, treatment, care, and support. On the other hand, society and families must be aware of the rights and living conditions of these children. Compassionate communities and families are the primary needs of these children. Moreover, it is essential to establish institutions for the identification, treatment, and care of these children. Families also need to embrace some basic and even professional exercises and interventions to help these children adapt to life and society. One such intervention is visual exercises, which have a great deal of positive and improving effects on these children’s motor abilities, including static balance, dynamic balance, and finger movements.

The present study aimed to develop a play therapy based on sensory integration and its feasibility on the frequency and severity of challenging behavior in boys with autism spectrum disorder. The study was based on a quasi-experimental pre-and post-test and follow-up of 1.5 months design. The statistical population of this research included all children with autism spectrum disorder from 5 to 12 years old in Gilan province in 2020-2021. Based on the research's inclusion criteria and purposeful sampling, 30 children were selected as a sample and randomly placed in the experimental and control groups. Behavior Problems Inventory (BPI-01) Rojahn et al. (2001) was used in the measuring stages. The intervention was performed individually for 15 sessions of 30-45 minutes (for 5 weeks, 3 days each week) in the experimental group. Repeated-measures ANOVA was used to analyze the data. The results showed that the frequency scores of challenging behavior in the experimental group decreased significantly from the pre-test to the post-test and from the pre-test to the follow-up (P<0.05). Also, the severity of challenging behavior scores in the experimental group decreased significantly from the pre-test to the post-test and from pre-test to follow-up (P<0.05). As a result, play therapy based on sensory integration can play an effective role in reducing the frequency and severity of challenging behavior of boys with autism spectrum disorder.

The existence of a disable child in the family can affect family performance. Autism spectrum disorder and its associated problems can affect the performance of the child and quality of life of the family. The present study aimed to investigate was conducted the positive parenting program education on reducing children`s behavioral problems and increased quality of life of the family children with autism spectrum disorder in a semi-experimental research design with pre-test, post-test, and follow-up with control group.

The research population consisted of all parents with children with autism spectrum disorder in Shahrekord city, which 30 parents were selected according to exclude criteria and using voluntary sampling method and randomly assigned to experimental and control groups. Participants of exprimental geoup participated in 10 session of 90-minutes under positive parenting education program and were measured in three stages of pre-test, post-test, and follow-up using Achenbach Behavior Checklist and Beach Center Family Quality of life Scale. Data were analyzed using repeated measures analysis of variance in SPSS-22 software.

The results indicated that positive parenting education program has reduced children behavioral problems and increased quality of life of the experimental group parents compared to quality of life of the control group parents in post-test and follow-up stages.

As a result, it can be said that a positive parenting education program can effectively reduce the children behavioral problems and increasing the quality of life parents with children autism spectrum disorder.

Studies have demonstrated that physical activities highly promote physical, mental and social health of children and adolescents with autism spectrum disorder. Numerous factors are involved in the lack of participation of this population in physical activities. The goal of this study was to investigate the family barriers to participation of children and adolescents with autism spectrum disorder in physical activities. This descriptive research had an ex-post facto design. The statistical sample comprised 370 Iranian children and adolescents with autism spectrum disorder, from both genders, aged 8 to 20 who were selected via cluster sampling method. The research instrument included a researcher-made questionnaire with Cronbach's alpha of 0.985. Data were analyzed using SPSS23 and Smart PLS3. The results showed that family factors are the barriers to participation of children and adolescents with autism spectrum in physical activities. The component “parents prefer their children to focus more on their school responsibilities instead of physical activity participation.” was reported as the most important barrier and the component "Physical activity takes a lot time from my child and he/she cannot do other family responsibilities and daily activities." was reported as the least important barrier. Due to the significant role of family in children’s physical activity participation, it is suggested that in order to promote the physical activity levels in children and adolescents with autism spectrum disorder, family barriers be considered and strategies be planned to overcome them.

The present study was conducted to investigate the effectiveness of family-centered musical computer rehabilitation on repetitive movements of children with autism spectrum disorder. The research method was quasi-experimental with pretest, posttest and control group design and a two-month follow-up period. The statistical population included children with autism spectrum disorder in the center of Khurshid Shahr Amol in the first six months of 2022. 30 student with autism spectrum disorder were selected through random sampling method and randomly accommodated into experimental and control groups (each group of 15 children). The experimental group received ten minute sessions of family-centered musical computer rehabilitation during ten weeks. The applied questionnaire included Autism Rating Questionnaire (Gilliam, 2014) (ARS). The data from the study were analyzed through mixed analysis of Variance and post hoc Bonferroni test via SPSS23 software. The results showed that family-centered musical computer rehabilitation has significant effect on the repetitive movements (F=44.92; Eta=0.61; P<0001) of children with autism spectrum disorder. According to the findings of the present study it can be concluded that family-centered musical computer rehabilitation can be used as an efficient method to decreace repetitive movements of children with autism spectrum disorder by using music and its therapeutic properties as well as using the family to deepen learning and communicate effectively with a child with autism spectrum disorder.