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

The aim of this study was to evaluate the effectiveness of treatment with the help of autism-assisting Dogs on improving the communication skills and stereotyped behaviors of children with autism spectrum disorders.

This is a quasi-experimental study with a pretest and posttest design with a control group. The statistical population included all children with autism spectrum disorders in Tehran in the first half of 2020 who had referred to the centers of autism in order to receive treatment with the help of autism-assisting Dogs tical population was selected and randomly divided into two groups of experimental (n= 10) and control (n= 10). The experimental group received 10 sessions of 1 hour plus one session per week with the help of autism-assisting Dogs. In order to collect data in the pre-test and post-test stages, the Behavioral Problems List and the Autism Social Skills Profile were used. The obtained data were analyzed by analysis of covariance using the SPSS software (ver. 22).

The results showed that treatment with the help of autism-assisting Dogs had a significant effect on improving communication skills (p<0.01) and reducing stereotyped behaviors (p<0.01) in children with autism spectrum disorders.

In general, the results of this study confirmed the effectiveness of treatment with the help of autism-assisting Dogs on improving the communication skills and stereotyped behaviors of children with autism spectrum disorders. Therefore, this therapeutic method can be used to treat communication problems and stereotyped behaviors in children with autism spectrum disorders.

The preset study aimed to design and investigate the effectiveness of cognitive-behavioral empowerment program on mothers of children with Autism Spectrum Disorder on improving the interaction with the child. this study was semi-experimental with pretest and posttest design, and control group. The statistical population was 30 volunteer mothers with autistic children from among whom  24 mothers were selected by convenience sampling method and were randomly assigned into experiment and control groups. The cognitive-behavioral empowerment program was designed and performed for the experiment group. The experiment group received a cognitive-behavioral empowerment program in 12 sessions of 90 minutes, while the control group did not receive training. Pianta Child-Parent Relationship Scale (CPRS) was used to investigate the effect of cognitive-behavioral empowerment program. Analysis of data by analysis of covariance in SPSS-22 showed that cognitive-behavioral empowerment was effective on reducing the conflicts and dependence and increasing intimacy between mothers and children with autism spectrum disorder (P<0.001). The results indicated that cognitive-behavioral empowerment program reduced the conflicts and dependency and increased the subscale of intimacy between the mother and the child. The present study played an important role in increasing information about the child-parent relationship in children and adolescents with Autism Spectrum Disorder through training the parents especially the mothers.

The aim of this study was to identify and introduce the psychological needs and characteristics of autistic and normally developing children to be applied in the architectural design of a functional integrated kindergarten.

The method of this qualitative research was documentary-library content analysis. For this purpose, the developmental psychology theories and the main sources in clinical psychology were used. There were also two series of searches:1) Library search among the books, articles, journals and dissertations that have been done so far about designing space for autistic and normally developing children.2) Regular search of Persian and English databases.

After analysis of the characteristics of normal children, three psychological factors were identified: biological, psychological and social components. Under these three components, nine sub-components or second-level needs, including the need for security, the need to belong to the environment, and the need for mobility were identified. These sub-components were further combined with the clinical features of autistic children. This was end-up to a list of psychological-architectural components of the two groups divided into five categories: space organization, comfort, space predictability, security, and texture of materials. These five categories were elaborated to set the list of the design’s architectural components.

If the design is based on the needs and characteristics of autistic children, it would often bring about more developmental opportunities for normal children and increase their safety, well-being and comfort. This should encourage parents of normal children to use integrated daycare; yet, some exclusive spaces for the education and rehabilitation of autistic children are required.

The aim of this study was to determine the effectiveness of cognitive computer games on the working memory of children with high-functioning autism disorder. The research method was semi-experimental with pre-test post-test design with control group. The statistical population of this study included all children with autism disorder 9-12 years old in Tehran's educational, therapeutic and rehabilitation centers in 2018. Out of the target population, 12 boys with high functioning autism disorder were selected by sampling method based on the Autism Spectrum Screening Questionnaire (ASSQ) (1999). They were randomly assigned into two groups of experimental group (6 subjects) and control group (6 subjects). Initially, both groups were evaluated by Cornoldy working memory test. After that, the experimental group received cognitive computer games in 12 sessions of 40 minutes in 4 weeks. At the end, both groups were re-evaluated. Data were analyzed using covariance analysis. The findings of this study showed that cognitive computer games improve the working memory of children with high functioning autism disorder. Hence, cognitive computer games can be used as an effective interventions to improve the working memory of children with high functioning autism disorders.

The purpose of this study was to determine the effectiveness of sand play therapy on challenging behaviors and anxiety in children with high-functioning autism disorder.

The research method was semi-experimental with pre-test and post-test design and control group. The statistical population of this study included all children aged 7-11 years old with autism disorder who received health care services from Tehran health centers and rehabilitation centers in 2018. In this study, 16 boys with high-functioning autism disorder were selected using available sampling method based on Autism Spectrum Scale Questionnaire, then 8 of them were randomly placed in the experiment group and 8 others were assigned into the control group. The Revised Scale of Challenging Behaviors of Bodfish, Symons, Parker & Lewis (2000), was used to assess challenging behaviors and Anxiety Inventory of Spence, Barrett & Turner (2003), was used to assess anxiety. The experiment group received a sand play therapeutic intervention in 10 sessions of 45 minutes during the two months individually. At the end, both groups were re-assessed. Data were analyzed using multivariable covariance analysis.

The findings of this study showed that sand play therapy reduced challenging behaviors and anxiety of children with high-functioning autism disorder.

According to the results, we can use sand paly therapy to reduce challenging behaviors and anxiety of children with high-functioning autism disorder as an interventional method

One of the effectiveness methods in the training of autism children and children with intellectual disabilities is simultaneous prompting. The simultaneous prompting procedure can be used with discrete, single responses of relatively short duration, and chained skills, a number of behaviors sequenced together to perform a more complex skill. When using simultaneous prompting, the teacher presents a controlling prompt, i.e. a prompt that ensures a correct response, simultaneously with the stimulus being taught, the object, gesture, activity, or situation which we want the learner to respond when instruction is finished.
This paper examined the effect of Simultaneous Prompting method in the training of autism children and children with intellectual disabilities.

The aim of this study is to investigate sleep behavioral problems in autistic children in compare with normal children.

The design of study is causal-comparative. Population of study includes all autistic and normal preschool children who live in Tehran. Sample of study consists of 97 autistic and normal children that were selected by in access sampling. Children sleep habits questionn-aire (CSHQ) was used for collecting data.

Results show that sleep behavioral problems in autistic children had significant difference with normal children.

It is demonstrated that sleep behavioral problems is more in autistic children in comparison with normal children. It is likely because of autistic properties of these children. Therefore, paying attention to sleep condition of autistic children is recommended.