جستجوی مقالات مرتبط با کلیدواژه « اختلال طیف اوتیسم » در نشریات گروه « علوم تربیتی »

This research aimed to compare the effectiveness of Applied Behavior Analysis (ABA) and TEACCH training methods in improving social skills and verbal comprehension in children with an autism spectrum disorder.

The current study is an intra-group type (single subject) in terms of its practical purpose and execution method. A multi-baseline design was employed using different methods and people. The statistical population consisted of all students with an autism spectrum disorder in the elementary schools of Mazandaran Province in the academic year of 2017-2018. The sample group included four people in two groups and each group had two members who were assigned randomly. Data collection tools were Weiland Social Development Scale and Wechsler Children's Scale. The statistical tests consisted of visual and statistical analyses, as well as examining the process of changes in the subject. The intervention method was the observation of the subject's line in the baseline and the training of the intervention package together with the follow-up of the process of changes, which lasted for two months.

The findings showed that the effect of ABA and TEACCH on improving social skills and verbal comprehension in children with an autism spectrum disorder is different and according to the indicators of improvement (8.83 and 15.13 for social skills) and (scores of 160 and 100 for verbal comprehension), TEACCH has a greater contribution.

The study showed that tichs treatment method was more effective in improving socoal slills and verbal comprehension in two subjects than ABA treatment due to its structutrd nature.

The aim of this study was to examine the Effect of Acceptance and Commitment Intervention on Perceived Social Support, Cognitive Flexibility, and Emotional exchange in mothers of children with Autism Spectrum Disorder (ASD). This study was semi-experimental with pretest-posttest design and a control group. The statistical population includes 70 mothers and a random sample of 34 mothers with autistic children aged 5 to 8 years in the Autism Rehabilitation Center of Ayat city of Shahriar selected from the total population, randomly assigned in the control group (n=17) and the experiment group (n=17). Data were collected using Multidimensional Scale of Perceived Social Support (MSPSS), Denis Cognitive Flexibility Questionnaire (CFQ), and McMaster family assessment device  (Affective exchange) (CFI). The experiment group received acceptance and aommitment therapy for 9 sessions of 90 minutes twice a week. Data were analyzed by Multivariable Analysis of Covariance (MANCOVA) using SPSS23 software. The results showed significant differences between the components of affective exchange, perception of behavior justification, perception of control-ability, perception of substitutes for human behaviors, total cognitive flexibility, family support, friends’ support, other’s support, and total perceived social support  in the experimental group were higher (P≤0.05). The findings of the current research showed that acceptance and commitment therapy can be used to boost mental health level and cognitive/social components of mothers with autism spectrum disorder.

Introduction:

 Autism is a disorder that is affecting more and more people during the first three years of life. People with this disorder have difficulty retrieving information due to problems with working memory and, in scientific language, have difficulty transfer of learning. Today, computers and multimedia are widely used to educate these people, but what is neglected in the design of these environments is the lack of attention to the effective components in improving the transfer of learning in this group of learners.

The aim of this study was to construct a descriptive graph grading scale to measure the learning transfer components of learners with autism spectrum disorder in the design of multimedia learning environments using a mixed research method(qualitative-quantitative-qualitative). In the first qualitative part, valid and relevant sources were studied to find effective components in improving learning transfer. In the quantitative section, the appropriate components and strategies of each component were provided to 27 specialists in the field of educational technology at the doctoral level and doctoral students. After collecting the answers of the experts, a content validity index called CVI was used to analyze the answers.

 Results:

 86 items or strategies were designed for the 12 extracted components and provided to 27 educational technology specialists at the doctoral level and doctoral students. The content validity index (CVI) was used to analyze the responses. The I-CVI index of the tool items, with the exception of 5 items rated at 0.78, had a score higher than 0.79 for the other items, as well as the value calculated for the S index. -CVI was 0.89, which is considered a good value.

Based on these results, the grading scale produced in this study is a good instrument to measure the desirability of components effective in increasing learning transfer using educational multimedia environments and researchers recommends it to design or evaluation stages of learning Multimedia environments for people with autism spectrum disorder.

Autism spectrum disorders (ASD) involve myriad aberrant perceptual, cognitive, linguistic and social behaviors. Lego therapy is one intervention that has been shown to encourage significant improvement in the social skills of children with autism spectrum disorder and reducing their autistic-type social behaviors. The definition of the Danish word Lego is to play well. Lego therapy is a social development program for children of autism spectrum, which is based on collaborative Lego play.
  

Many children with ASD lack communicative intent and desire to communicate for social purposes. Lego therapy uses play to develop social competency by creating opportunities to interact. Children work together to build Lego models in pairs or teams of three. It is argued that as a result, participants experience a greater motivation to initiate social contact and engage in sustained interactions with others. In this article investigated theoretical base, application, implementation levels and effectiveness of Lego therapy.

No definitive methods have yet been reported for the treatment of autism spectrum disorder, but there are many ways to help these individuals, and improve their skills and their compatibility with the environment, and learn how to communicate and interact with others socially. One of Stomp's latest training methods, which emphasizes on cognitive-behavioral processes, attempts to educate and identify positive and negative emotions and emotions.
 As well as reducing maladaptive behaviors such as aggression and self-harm.

In the field of social communication education and interest in active and effective participation and participation of peers and community, and reduction of social anxiety, self-emotion and others emotions are used to respond to and interact with children with high-performance autism disorders.
In this article, the components of the Stomp Cognitive-Behavioral Education Method are presented.
In the first place; 1. Effective training; 2. Cognitive development; 3. Emotional toolbox