جستجوی مقالات مرتبط با کلیدواژه « اتیسم » در نشریات گروه « علوم تربیتی »

The purpose of this research was to analyze the effectiveness of psychological-educational interventions on the social skills of children with autism spectrum disorder in Iran.

This research has investigated the effect size of educational-psychological interventions on the social skills of children with autism spectrum disorder by using the method of meta-analysis or integrating the results of research. Among 34 studies, 15 studies that met the inclusion criteria were meta-analyzed. The research tool was a meta-analysis checklist. The research is based on 361 samples and 15 effect sizes.

The meta-analysis results showed that the effect size of educational-psychological interventions on the social skills of children with autism spectrum disorder was d=1.62. (p=0.001). The effect size according to Cohen's table had a high effect. Also, Yaquti et al.'s research (2017) under the title of design, construction and effectiveness of social animation program on communication and social skills of children with autism spectrum disorder had the highest effect size (2.34) and Heydari et al.'s research (2012) under The effectiveness of the intervention based on applied analysis of behavior on increasing social-communication skills and reducing stereotyped behavior in autistic children has the lowest effect size (0.7).

Considering that one of the most important problems in children with autism spectrum disorder is a deficiency in social skills, therefore, therapists in this area can use interventions that have a greater effect.

Narrative discourse is a medium to share the outer and inner experiences of individuals Research has shown that autistic children have difficulty in different aspects of narrative discourse. The aim of this study is to analyze the narrative discourse of monolingual Persian-speaking children with autism based on the experiential metafuction introduced in the Systemic Functional Grammar (Halliday & Matthisen, 2004).

The research sample consisted of 30 autistic children (7-12 years old) which were selected from three center and were compared with 30 normal children (6-12 years old in grade 1-3). The two groups were selected based on random simple random sampling. Their performance were individually recorded and compared in the picture story telling task “the boy, the dog and the frog”. Then, their stories were investigated according to the experiential metafunction of systemic functional grammar and the frequency and percentage of different types of participants, processes and situations were computed.

The findings showed that autistic children in compare to normal children produced fewer clause complexes and clause simplexes and their difference was statistically significant (p<05/0). The findings also showed that autistic children in grade 2 and 3 used less modified nominal groups as Participants, the frequency and variety of processes and the diversity of Circumstances used by autistic children was lower in 2 and 3 grades than in their normal peers and their differences were statistically significant (p<0/05).

The results of this study indicate that, in contrast to normal children the ability of autistic children to use language to describe inside and outside experiences does not improve with age.

This study aimed to determine the effectiveness of the theory of mind on emotion regulation, and social skills in children with autism. The study was semi-experimental with a pre-test-post-test with a control group. The study population includes all children with autism spectrum disorder in Zanjan city, 30 people (25 boys and 5 girls) in the age group of 10-12 years old were selected from schools, and the autism associations of Zanjan province by non-random purposeful sampling. They were placed in the experimental, and control group of 15 people. The experimental group was taught the theory of mind individually and in groups during 60 sessions. Multivariate covariance analysis was used to examine the data, which were gathered using Billini's social skills profile and Schilder and Chikti's emotion regulation checklist (1995). The results showed that mind theory training significantly (p<0.05) improved adaptive emotion regulation skills (p<0.001), negativity, (p<0.001) reciprocal social behaviors (p<0.001), mature social behavior and worthiness (p<0.001), and social engagement (p<0.001) in the students with autism spectrum disorder. Therefore, mind theory training can be considered an appropriate educational and therapeutic method to improve the social and cognitive functioning of students with the autism spectrum disorder. Based on obtained results, mind theory training can be used as an effective intervention to improve emotion regulation, and social skills in the children with spectrum disorder. It is advisable that education specialists contribute to the enhancement of socio-emotional functioning among autistic students through the integration of mind theory training into academic curricula

The current research was carried out in line with the development of a therapeutic intervention package based on the healthy human theory and comparing its effectiveness with positive psychotherapy on on social stigma, emotional malaise of mothers with children on the autism. The method of this research was a combination of sequential exploratory type . In the qualitative section, Atride Stirling (2001) comparative thematic analysis method was used to compile and validate the package. The research community includes all related articles in the field of healthy human approach and interventions that were performed on mothers with autistic children, the number of which reached theoretical saturation with a total of 52 studies based on the inclusion criteria. Also, the agreement between 6 psychologists was used to determine the Content Validity Ratio and finally the coefficient of the evaluators was 0.88. The results of the theme analysis indicated that 18 basic themes were obtained in 8 organizing themes (satisfaction and enjoyment of life, loving creation and self, metacognition, peace, happiness, hope, continuity and meaning) and the therapeutic intervention package was based on Their frequency was compiled. Research method in the quantitative part; It included a three-stage, three-group semi-experimental design, which finally included 14 people in each group, taking into account statistical attrition. The statistical population in both the pilot study and the main study included all the mothers of children with autism disorders who referred to autism centers in Isfahan city in July 2022. The data in all three stages were collected by Social stigma scale’s Rezaeidehnavi et al (2010) and Toronto Ataxia Scale (TAS-20). The package of positive psychotherapy according to Rashid and Seligman (2013) was implemented during 8 sessions and the therapeutic intervention package based on the healthy human theory was implemented during 9 sessions of 90 minutes. The findings of the analysis of variance with repeated measurements showed that both therapeutic intervention packages based on the healthy human theory and positive psychotherapy reduced social stigma and emotional malaise in mothers with children on the autism, and this effectiveness was sustained during the follow-up phase has been (p≥0.05). As a result, there was no significant difference between the effectiveness of the two therapeutic intervention packages in the post-test and follow-up phase, and these therapeutic interventions can be used to improve on social stigma, emotional malaise in mothers with autistic children.

The purpose of this study was to investigate the effectiveness of story therapy on emotion regulation and anxiety symptoms in children with autism spectrum disorder. The research method was semi-experimental with a pre-test and post-test design with a control group. The statistical population of the present study included children with autism who referred to autism treatment centers in the age range of 9 to 14 years in Gonbad (42 people) and the number of 30 sick children was selected in a purposeful way and randomly divided into two experimental groups and Controls were assigned. The experimental group underwent the story therapy protocol of Moradian et al. (2013) during 8 sessions of 60 minutes, while no intervention was done for the control group. The questionnaires used in the present study included the emotion regulation questionnaire (Shields and Chiketi, 1995) and the anxiety symptoms questionnaire (Spence, 1999). Data were analyzed using multivariate covariance test (MANCOVA). Findings showed that story therapy is effective in regulating emotion and anxiety symptoms in children with autism spectrum disorder. Based on the results of the present research, it can be seen that the regulation of emotions and anxiety symptoms is the basis of physiological and emotional flexibility in a person, which enables him to have the optimal level of resilience. In this optimal state, a person can successfully participate in social activities and find the ability to increase the continuity of social interactions, effective communication and adaptation to changes in the surrounding environment, that it is suggested to be considered by counselors and psychologists in rehabilitation programs.

The aim of this study was to determine the effectiveness of Gottman-based couple psycho educational program on reducing marital conflicts and improving family quality of life of parents of children with autism spectrum disorder.

This study was a quasi-experimental with a pretest-posttest design with a control group. The statistical population included all parents of children with autism spectrum disorder in Tehran. 20 couples (40 men and women) were randomly selected through a call to participate in the study and were randomly assigned to experimental and control groups. The research instruments were the Marital Conflict Questionnaire (Sanaei-Zakir, Barati and Bustanipour, 2008) and family quality of life of children with autism spectrum disorder (Hoffman, 2006).In the first stage, the pretest was performed in both groups. Then, the experimental group underwent Gottman-s method group program for 8 sessions. At the end of the sessions, couples in both groups completed the questionnaires in two stages, one stage immediately after the training and one stage two months after the training. For data analysis, repeated measures analysis of covariance and software (SPSS-24) were used.

The results showed that the psycho-educational program based on Gottman-s method has reduced marital conflicts and increased family quality of life of parents of children with autism spectrum disorder (P <0.001).

based on the findings of this study, it can be concluded that psycho-educational program based on the Gottman-s method is an effective method to reduce marital conflicts and improve the family quality of life of parents.

The aim of this study was to compare the efficacy of active music therapy and play therapy on social skills and eye contact in 6-12 year old boys with autism level 2 in Tehran rehabilitation centers.

The eye contact rate of these children was measured using an eye tracker, and their social skills were measured by the Gershom & Elliot Social Skills Scale (SSRS). Samples were randomly divided into three groups: music therapy (M), play therapy (P) and control group (C). For group M, there were 12 sessions of active music therapy intervention and for group P the same number of play therapy sessions. For group C, only educational training sessions were held in the centers, and then eye contact and social skills of all three groups were re-measured.

Comparison of eye contact and social skills of the three groups after the intervention, using ANCOVA test in SPSS 23 software, showed a significant difference between the results of the three groups in both eye contact and social skills (p<0/05). Tukey post hoc test showed significant improvement in eye contact in music group but no change in game and control group. No significant improvement was observed in social skills of music group and observation group but no change in control group.

Based on findings it can be concluded that music therapy is effective in improving both eye contact and social skills, but playing therapy only affects social skill improvement

Children with Autism Spectrum Disorder (ASD) often experience sensory processing and sensory motor impairments. Various treatments have been offered to children with ASD. Active music therapy is one of the most effective interventions conducted during the treatment. The aim of this study was to study the impact of active music therapy on sensory processing patterns and motor skills in children with ASD level one. The present study is an applied and single-subject research.

This study is an ABA single-subject study. The sample consisted of two ASD boys in the age range of 6-11 years old. The sample selection was based on non-random sampling convenient method. The sample society had been all children with ASD level 1 in the range age of 6-11 years old who had visited Nour Occupational Therapy and Speech-Language Pathology Clinic in Karaj city over the past year. Among the sample society, two boys had been chosen according to their GARS test scores which were between 48-65 and had not received any musical treatment intervention in the last six months and also their both families wanted to participate in the study voluntarily. The entering criterion to be selected as a sample was to gain level one score in GARS scale. The sessions had been performed for three months and each session had been held three times a week and each session lasted 90 minutes. The data were collected by Sensory Profile 2 and Bruininks-Oseretsky Test of Proficiency. Tests were evaluated with respect to different baselines. During the study, visual review of the charts (falling and rising pattern of the dependent variable), improvement percentage index, variability and efficiency rate had been utilized. In order to analyze the data, first, the collected raw data had been presented in the form charts. After that, the stability and process index had been plotted for the charts of each subject in baseline, intervention and evaluating situation. Then, by using stability and process index, the stability rate and the processing direction of data had been identified. Finally, the data were analyzed by plotting process and explaining the effectiveness rate along with analyzing intra-situation and inter-situation subjects.

Findings showed that the active music therapy had significant impact on the sensory processing patterns as well as large and small motor skills and coordination of upper limb joints in both subjects.

The mean of the large motor skills and more improvement in upper limb coordination had shown the least enhancement percentage. Furthermore, in sensory processing patterns an average improvement rate had been displayed specifically in components of sensory and sensitivity sensory. Findings of the current study indicated that active music therapy has significant impact on the enhancement of sensory processing pattern and motor skills in children with level one Autism Spectrum Disorder.

This study investigated the symbolic elements of colored drawings in autistic children in comparison with normal ones through a "Draw-a-Person" test.

The peresent research is a Causal-Comparative study. The statistical population of this study was all autistic children in elementry grade and normal children in range of 6 years old in 2019 of Tehran Province. The sample population was estimated by Cochran's method and random cluster sampling. The size of sample was 30 normal children who were chosen from different kindergartens(including: Nik Golan, Naghmehaye Zendegi, Ali and Reza, and Bagh-e-Gol) and 30 autistic children who were selected from different districts of Tehran Province. The instrument used in this research was the Iranian 1993-version of colored "Draw-a-Person" test. Data were analyzed by Independent T-test.

The results showed that there was a significant difference in drawing scales of the head, clothes, body design, color, and place of drawing between normal children and autistic ones.

The cognitive and emotional-sentimental world, hidden needs, intents and desires, and finally communicational issues can be understood from the symbolic elements of the colored drawings of autistic children in comparison with normal ones.

The aim of present study was to investigate the effectiveness of schema therapy on parental stress and psychological hardiness of mothers of children with autism spectrum disorder in 2019.

This semi-experimental study was conducted as pre-test and post-test with control group. Statistical population included all mothers of children with autism spectrum disorder in the city of ANDIMESHK. From among these mothers, 30 mothers were randomly selected and put into the experimental and control groups of 15 persons each. The parenting stress index (Abidin, 1995) and psychological hardiness questionnaire (Kobasa, Maddi & Kahn, 1982) was the instrument of this study. First, the pretest was conducted on the two groups. Then, the experimental group was exposed to an eight-session training of group schema therapy these sessions were weekly held in group. At the end, the post-test was applied on both groups.

The results of covariance analysis indicated that schema therapy has significantly decreased parenting stress and increasing psychological hardiness and there is a significant difference between the experimental and control groups in the psychological hardiness and parenting stress of the mothers of children with autism spectrum disorder (P<0.001). The mean of stress in the experimental group was lower than the mean of the control group. Also, the psychological hardiness in the experimental group was higher than that of the control group. Thus, the effectiveness of schema therapy on increasing psychological hardiness and decreasing the level of parental stress of mothers of children with autism spectrum disorder was confirmed.

Based on the results of the effectiveness of schema therapy approach on childbearing stress and psychological stubbornness of mothers of children with autism spectrum disorder, it can be concluded that schema therapy training is an effective treatment to promote psychological stubbornness and reduce parental stress and generally improve mentally healthy.

This study was conducted with the aim of evaluating the effectiveness of acceptance and commitment therapy on decreasing anxiety and depression symptoms in autistic children’s mothers.

This study was a single case design with multiple baselines. According to willingness to participate in the study and having the inclusion criteria, three individual among the autistic children’s mothers were selected through purposeful sampling method. Mothers of autistic children completed Beck Depression Inventory (BDI-II) and Beck Anxiety Inventory (BAI) in the pre-treatment (baseline) stage, during the treatment (fourth, sixth and eighth sessions) and one month follow-up, and received acceptance and commitment therapy for 8 sessions, 60 minutes for each session. Data were analyzed using the improvement percentage and effect size as well as charting and visual evaluation.

The results of the analysis showed that acceptance and commitment therapy could reduce depression and anxiety of autistic children’s mothers. So, participants reported significant decrease in the assessment stages during the treatment and one month follow-up after the treatment, compared to baseline.

The results of this research confirmed effectiveness of acceptance and commitment therapy in reducing depression and anxiety in the autistic children’s mothers.

The aim of this study was to explain the effectiveness model of established methods in autism (applied behavior analysis of ABA, Snozlen, Dosa) based on behavioral flexibility in children with autism spectrum disorder in Tehran in 2018.

The research method was quasi-experimental pretest-posttest design with a control group. The statistical population of this study was all children with autism spectrum disorder in Tehran in public and private educational and rehabilitation centers. By available sampling method, 48 people were selected and randomly divided into 4 intervention groups by functional behavior analysis method, Snozlen, Dosa and the control groups were divided. Data were collected based on the Gilliam (Garz) (1995) Autism Diagnosis Scale, a modified review checklist, and the Wechsler IQ test. Spss was used.

The results showed that all three methods of functional behavior analysis ABA, Snozlen and Dosa had a significant effect on increasing behavioral flexibility compared to the control group. Also, ABA applied behavior analysis method had a greater effect on improving behavioral flexibility in three measurement stages than the other two experimental groups.

As a result, the use of interventions (ABA functional behavior analysis, Snozlen, Dosa) and educational programs is suggested as a way to improve and rehabilitate children with autism.

The present study was conducted to investigate the effectiveness of rebound therapy on development of motor and sleep habits in children with autism spectrum disorder.

This is a single-case experimental study with multiple baseline design and different subjects that was conducted during 12 weeks on 2 children with autism spectrum Disorder with 10 weeks follow-up. The statistical society of the present study consists of children with autism spectrum Disorder in Isfahan. Among those 2 children with autism spectrum disorder were selected voluntarily. Instruments used in this research included the Children’s Sleep Habits Questionnaire and Bruininks-Oseretsky Test. Data were analyzed using visual inspection, the improvement percentage and effect size methods.

The findings showed that the unified transdiagnostic treatment increase the development of motor and reduced the sleep habits the both post-treatment and follow-up stages so that percent of improvement for the first and second participants in the development of motor were 79% and 63% and in the sleep habits was 85% and 66% respectively.

In this research, significant changes occurred in the development of motor and sleep habits of the two children with autism spectrum disorder and the medical achievements were maintained during the follow-up.

The purpose of this study was to Effectiveness and comparison  of Intervention with Applied Behavioral Analysis (ABA) and Neurofeedback on the Promotion of Cognitive, Social, and Daily Living Activities in Children with Autistic Spectrum Disorders (ASD).

The research method was experimental design with pretest-posttest design with control group. The statistical population included 7-12 year-old children with ASD, in which 45 subjects were randomly selected and assigned to ABA and neurofeedback interventions and control groups (n=15).  We used to collect information from Autism Domain Assessment Questionnaire (1999), the revised Voxcelerchr(chr('39')39chr('39'))s intelligence scale (1969),  Social Skills Questionnaire of Stone et al (2010) and  Weismanchr(chr('39')39chr('39'))s daily activities scale (2013). In addition to the training programs,  ABA and neurofeedback interventions was performed individually for 20 sessions of 45 minutes and 2 times per week. The control group received only the routine center program. Data were analyzed by SPSS 20 software using multivariate analysis of covariance and Tukey test.

The findings indicated that ABA and neurofeedback interventions had an impact on cognitive, social skills, and activities of daily living in children with autism spectrum disorder.  In addition, the effect of ABA intervention on all dependent variables was more than neurofeedback.

These findings confirm the role of ABA and neurofeedback interventions in the treatment of some problems and skills of children with autism spectrum disorder.

The aim of this study was to investigate the effectiveness of cognitive rehabilitation based on emotional recognition on behavioral problems and theory of mind in children with autism spectrum disorder (ASD). The research was an experimental study with pre-test-post design and a control group. The statistical population consisted of students with ASD (298 subjects=65 girls+232 Boys) of Shiraz City in 2019-2020 academic year. The sample consisted of 44 students who were selected by purposeful sampling from among normal and exceptional schools with simple random method and were placed in 2 groups of 22 (16 boys+6 girls). Intervention in 12 sessions was performed on the experiment group and control group members continued their daily programs. The research tools included Autism Spectrum Screening Questionnaire (Ehlers, Gillberg, Wing, 1993), Theory of Mind Test or ToM (Stimann, 1994) and study of cognitive rehabilitation background based on emotion recognition (AREF). Data were analyzed using single-variable and multivariate analysis of covariance using statistical software SPSS24. Results showed that cognitive rehabilitation method based on emotional recognition had a positive effect on improving behavioral problems (F=33.68, df=1, P≥0.001), level one (P=0.001 & F=21.23) level two (P=0.002 & F=11.58) and the overall score of theory of mind (P=0.001 & F=16.93), but did not have a significant effect on level three theory of mind. Based on the results, it can be concluded that teaching the proper recognition and diagnosis of various emotions through cognitive rehabilitation (substitution) can improve behavioral problems and upgrade the levels of theory of mind.

The aim of the present study was to investigate the effectiveness of the Quick Tips Program on sensory processing and social participation of children with autism spectrum disorder (ASD). The research was Quasi-experimental of pretest-posttest design with a control group and one-month follow-up. The population included all ASD children at the age of 3-5 in Tehran City. The sample size was 29 (12 girls, 17 boys) who were chosen using convenient sampling method and were randomly selected and assigned to experiment and control groups. The assessment tool consisted of Sensory Processing Measure-Preschool (SPM-P) and the intervention program was The Quick Tips Protocol (Henry, 2014). Interventions were performed in 32 one-hour sessions on the experiment group by parents with coaching researcher, in accordance with the protocol in the child's natural environment. Data were analyzed by t-test and MANCOVA using SPSS21 software. Results showed that implementation of the Quick Tips, significantly improved sensory processing and social participation except hearing, taste-smell and these effects specially in proprioception lasted for one-month follow-up significantly (p < 0.05). The findings conclude that the Quick Tips is an effective program to solve sensory processing and social participation of autism children problems. It is suggested that the program, which is applicable at home and operated by parents, is being taught to parents and is being implemented at home with other common programs, to resolve sensory problems and children’s participation.

The purpose of the current study was to investigate the influence of rhythmic and group games on gross motor skills and social interaction of autistic children.The participants were 21 children with the average age of (9/04 ±2/80)with autistic disorder in urmia  which is based on pre-test result were randomly designated into three group: group games group , rhythmic games group and control group.based on pre-test results data collection was carried out through Bruninks Oseretesky test and GARS questionnaire.Afte pre-test ,including carrying out Bruninks Oseretesky test and filling in the questionnaire by child nurses(parent , instructors), the participants attended the group and rhythmic games for 24 sessions. A day after the end of the 24 th session, all the participants of the three groups were given the Bruninks Oseretesky test and child nurses filled in the GARS  questionnaire.Data analysis through ANOVA (3 groups ×2 time points) . One way ANOVA and dependent t-test in significance level of (p≤0/05) demonstrated thet practice had a meaningful influence on scores of the groee motor skills with superiority of rhythmic games group and on scores of social interaction between rhythmic and group games groups with control group.These finding confirmed the role of game and music in the improvement of motivation and interest of children and finally in improvement of gross motor and social skills  of Autism children.

The purpose of the present study was to determine the effectiveness of computer-based cognitive rehabilitation on executive functions of children with High Functioning Autism. The research method was quasi-experimental with pretest-posttest design and a control group. The statistical population of this study included all children with Autism Disorder in Markazi Province's autism centers including 46 children. From the target population, 16 boys with high functioning autism disorder were selected from Autism Charity Medical Center of Markazi Province using available sampling method based on Autism Spectrum Scale (ASSQ) (Ehlerz, Gillberg & Wing Lorna, 1999) and were randomly assigned to experiment (n=8) and control (n=8) groups. Initially, both groups were assessed by the Executive Functional Performance Rating Scale (Bariff, 2000). The experiment group received 10 sessions of 50 minutes computer-based cognitive rehabilitation during 4 weeks. At the end, both groups were reassessed. Data were analyzed using analysis of covariance. The findings of this study showed that computer-based cognitive rehabilitation improves the executive functions of children with high functioning autism. Therefore, using computer-based cognitive rehabilitation can improve the executive functions of children with high functioning autism.

The purpose of this study was evaluating efficacy of attachment based parent training program on social cognition in adolescents with high function autism.

The method of study was semi-experimental in pretest- posttest with unequal groups design. The statistical population of the study included all mothers and their autistic adolescents who referred to 5 mental health centers in Tehran during the six last months of 1396. 43 mother- child couples were selected through the accessible sampling method and then were randomly assigned into two experimental (21) and control (22 individuals) groups. Attachment-based program performed in mothers in experimental group once a week, mothers in control group were located in waiting list. Research tools were reading mind in the eyes test (affective theory of mind) and Sally–Anne test (cognitive theory of mind) that completed by adolescent in pretest and posttest stages.

results show that attachment based parent training program has resulted in increasing affective theory of mind in adolescent with autism (p<0.009, F=7.25) but it hasn’t have any effects on cognitive theory of mind (p<0.46, F=0.53). 

The main reasons for the effectiveness of the attachment-based program on affective theory of mind can be attributed to the effects of this program on promoting of psychological awareness of the mother and child of each other.

Damage to social function is one of the hallmarks of autism spectrum disorder, which requires attention and intervention throughout a person's life, especially during adolescence. The present study was conducted with the aim of introducing PEERS for adolescents with ASD.

The results of the study showed that PEERS is a mana-lized program for the education and enrichment of communication skills and is one of the only evidence-based interventions that focuses on social skills of adolescents with autism spectrum disorder. The lessons are taught daily in classes 30-60 minutes continuously, 4-5 days a week, in a 14-week period. The most important aspects of the program include experiential support, parenting in the program, and paying attention to valuable social skills.