جستجوی مقالات مرتبط با کلیدواژه « Verbal Skills » در نشریات گروه « روانشناسی »

The purpose of this study was to investigate the effectiveness of family-centered sensory-motor games with hand puppets on verbal skills and social interactions of autistic children. The research method was quasi-experimental with pre-test and post-test with control group. The statistical population of this study consisted of 6-10 year-old male and female students with autism disorder in Tehran and 24 subjects were selected by simple random sampling. Effectiveness program of family-based sensory-motor games with hand puppets. The program lasted for 21 sessions of 45 to 60 minutes over two months for the experimental group. Gilliam Autism Diagnostic Scale, Social Interaction Scale and Verbal Skills Scale were used for data collection. Descriptive statistics, mean and standard deviation, and inferential statistics of Levon test, Kolmogorov-Smirnov and covariance analysis were used for data analysis. The results of this study indicate that there is a significant difference between verbal skills and social interactions of autistic children before and after the intervention. There was a significant difference between the subscales of social interactions, the ability to perceive others' emotions and perspectives, the ability to initiate interaction, the ability to respond, and the ability to maintain interaction (p <0.001). And there were significant differences (p <0.001) between the verbal proficiency scales including listening, ability to receive and send verbal and nonverbal communication, assertive communication, insight into the communication process, and emotional control (p <0.001). Family-centered sensory-motor games with hand puppets can be effective in enhancing verbal skills and social interactions in autistic children and have been used as an effective therapeutic approach

The study designed to evaluate the effectiveness of  Narrative Therapy on improvement of Verbal Skills ‎and ‎social ‎communication of children with autism.Research design was  quasi-experimental  that included a pretest and posttest that was conducted on both the experimental group, and control group. 20 children with autism were recruited through Simple random sampling and randomly assigned to control and experimental groups.The experimental group was trained during three weeks. Childhood Autism Rating Scale (GARS) were used as the instruments for measuring improvement of children’s autistic features.  And the data collected from pre-test and post-test were analyzed by use of covariance. Results showed that Narrative Therapy was significantly effective in decreasing symptoms of autism. Also, in speech/language, communication and sociability subtests significant result was observed (P<0.05(whereas in Stereotyped and repetitive Behavior subtests there were not any statistically significant results. According to benefits of this intervention in treatment and importance of increasing Narrative Therapy sessions for children with autism, it is recommended this therapy method in conjunction with conventional methods to be offered to Society of Autism.

The focus of this research is on addressing the relations between communication skills of biology teachers and students’ mental health. For this reason, this research incorporates descriptive – correlation method for whole junior high school and pre college students of Varamin in 1393 as a research population statistics. Where sample size includes 327 students that chosen by random-class method. Goldenberg questionnaire (GHQ-28) and researcher prepared teachers’ communication skills questionnaire which are used to gather information. Spearman's correlation method is used to analyze the relations between variables of accumulated information. Furthermore, regression is to be included in the research that enables to study multiple correlations of teachers’ communication skills’ components (e.g. verbal skills, nonverbal skills, listening skills, and feedback skills) with students’ mental health. Findings reveal the direct relation with 0.602 correlation between teachers’ communication skills and students’ health. Also regression forecasts that teachers’ communications skill will bring 39% of students’ mental health. Moreover, direct relation was discovered between teachers’ communication skills’ components. The main finding is improving teachers’ communication skills will result in enhancing students’ mental health.