جستجوی مقالات مرتبط با کلیدواژه "اختلال اتیسم" در نشریات گروه "پزشکی"

The autism is a neurodevelopmental disorder, which causes and increases psychological problems. Therefore, the aim of this study was determining the effectiveness of music therapy on self-harm behaviors and executive functions in children with autism disorder.

The present research was a quasi-experimental study with pretest and posttest design with a control group. The research population was male with autistic disorder that referred to counseling and occupational therapy centers of Ahvaz city in the second half of 2021 year, which from them number of 24 people after reviewing the inclusion criteria were selected by purposive sampling method and by simple randomly with lottery assigned into two equal groups. The experimental group trained 10 sessions of 45 minutes by music therapy method and the control group remained on the waiting list for training. Data were collected with demographic information form, self-harm inventory and executive function scale and were analyzed by chi-square and multivariate analysis of covariance tests in SPSS version 23 software.

The findings showed that there was no significant difference between the experimental and control groups in terms of age, educational grad and past time of autism disorder (P>0.05). Also, music therapy significantly reduced self-harm behaviors and significantly improved executive functions including self-management to time, self-organization/problem solving, self-restraint/inhibition, self-motivation and self-regulation of emotion in children with autism disorder (P<0.001).

The results of this research showed the effective role of music therapy in reducing self-harm behaviors and improving executive functions of children with autism disorder. Therefore, the use of music therapy along with other treatment methods can be effective to improve the psychological characteristics of children with autism disorder.

Autism disorders are neurodevelopmental disorders that are characterized by problems in communication and social interactions, behaviors, interests and limited and repetitive activities. The purpose of this research was to study Comparing the effectiveness of Anat Baniel's Method for Neuro -motor intervention and The Son- Rise Program on social interactions and stereotyped behavior of children with autism.Anat Baniel's Method is the Neuro -Movement therapy.
Methods and Materials: This research was a semi-experimental study with pre-test-post-test with control group design. The statistical population includes all children with autism in the age of 4-10 years who referred to the autism centers of Khomein in 2021. From the statistical population, the number of 30 children with autism disorder and the conditions of entry into the research were included in the study with the purposeful sampling method, then they were randomly divided into two experimental groups and a control group of 10 people in each group. GARS-2 test (Gilliam Autism Rating Scale) test was used to collect information as a pre-test and post-test. The data were analyzed using Shapiro-Wilk tests and multivariate covariance analysis at a significance level of 0.05.

The findings showed that there was a significant difference between the mean of stereotyped behavior (p<.001, η=.68) and social interaction (p= .001, η=.90) in the experimental and control groups. Also, the findings showed that the Son-Rise program is significantly more effective in improving the social interactions of children with autism disorder than anat baneil's neuro-motor intervention.

Evidence was found to support Anat Baniel's Method (ABM) of neuro-motor therapy and the Son-Rise program in the post-test have led to the reduction of stereotyped behavior and improvement of social interactions of children with autism disorder and the Son-Rise program has been more effective in improving the social interactions of these children

One of the main symptoms of children with autism spectrum is impairment disorder in executive functions and its components. This study investigated the effectiveness of working memory training on executive functions in children with high-function autism spectrum disorder (ASD).

In a single-subject study with ABA design, five children with ASD, the age range of 11-6 years, by available sampling method participated in the study. Their executive function was assessed 3 times before the intervention with 2 weeks interval, 4 times during the intervention and 3 times after the intervention using the Behavioral Rating Inventory of Executive Function by the parents. Intervention consisted of working memory training using Robo memo software in 24 sessions (3 times a week and each session 30 minutes). Visual analysis, the percentage of non-overlapping data, and effect size were used to interpret the results.

Working memory training improved the executive functions, respectively, with Cohenchr('39')s D effect sizes (1.87, 2.55, 3.97, 2.76, 4.22), respectively. The intervention program also improved behavioral adjustment index with effect sizes (1.46, 2.55, 4.61, 1.89, 3.65) and metacognition (with effect sizes 1.87, 2.15, / 68 2, 3.13, 3.71) in subjects. The changes were in all 5 subjects were positive (effect size greater than 0.8).

It seems that working memory training can enhance executive functions and its components (behavioral regulation, metacognition) in children with high functioning autism spectrum disorder.

The purpose of this study was to determine the effectiveness of Training based on mind theory and TEACCH's method on improving communication skills and social interaction of children with autism spectrum.

The research method is quasi-experimental (pre-test-post-test and control). The statistical population of the study consisted of all autistic children in Bushehr in 1397. Samples were selected by convenience sampling method and 45 subjects were randomly assigned into two experimental and one control groups. In this study, components of Giliam Autism Rating Scale (GARS) was used. Data were analyzed using SPSS-20 software and covariance analysis.

The results of the data analysis showed that the effectiveness based on the theory of mind was effective on improving communication skills (F = 34.29, P≤0.001) and social interaction (F = 92/21, P≤0.001). The effectiveness of TEACCH's method was also effective on improving communication skills (F = 25.01, P≤0.001) and social interaction (F = 92/21, P≤0.001), and there was no significant difference between the two experimental groups.

TEACCH's method and mind theory can be effective in improving the social interaction of children on the autism spectrum. It is suggested that in order to increase the level of social interactions in children, the theory of mind and the TEACCH's method be used more than before.

Executive dysfunction has shown to be the shared property of many cognitive symptoms seen in autism. The Home Playtime Program (HPP) is a home-based tele-cognitive rehabilitation for targeting executive dysfunction in children with autism. The purpose of this study was to evaluate the acceptability, feasibility and effectively of this intervention.

This study followed a pre-test, post-test, and follow-up design without group control. Seventeen parents of children with autism aged 24-55 months (Mean=37, SD=9.1) were selected from Tehran Autism Center using available sampling method. Correspondingly, they received the HPP for 10 weeks. Preschool Behavior Rating Inventory of Executive Function-parent form and A-Not-B test were used to measure executive function in the pre-test, post-test, and follow-up. Also, the Therapy Attitude Inventory (TAI) was completed by parents to assess their satisfaction with therapy. Persian version of Stanford-Binet Intelligence Test was applied to the children at the onset of the study. The data were analyzed using repeated measures analyses.

The findings indicated that the components of executive functions: inhibition, working memory, planning/organizing, inhibition self-control, flexibility and metacognition were significantly improved at post-test (P<0.05). These positive changes, were not only sustained until follow-up, but also, some emotional control and change were even improved during the follow-up stage (P<0.05). The parents were highly satisfied with the intervention.

The current work provides some evidence in favor of the acceptability, feasibility and affectivity of the HPP on the executive functions of children with autism. In addition, it can easily be used under the current Coronavirus outbreak. Our service is ongoing, while the center is closed. Like many home-based interventions, the HPP shown to be ecologically valid and economically affordable. Thus, the HPP could be considered as a valuable inversion for executive dysfunction seen in autism and other neurodevelopmental disorders.

Autism spectrum disorder (ASD) is a behaviorally defined neurodevelopmental disorder associated with the presence of social-communication deficits and restricted and repetitive behaviors. In the latest conceptualization of ASD, these two behavioral dimensions represent the core defining features of ASD, whereas associated dimensions, such as intellectual and language ability, provide a means for describing the ASD heterogeneity. Today, most studies on ASD and people with ASD focus on their social communication because social problems are the basis for their challenging behaviors in communication and social situations. Based on the results of many studies children with autism have many problems in all aspects of development and behavior. One of the most prominent features of autistic children are social communication and empathy skills impairment and social skills impairment specially empathy skills is the cause of many problems in social and communication situations. Many intervention methods have been developed and presented to rehabilitate people with autism. Most of these intervention programs are behavioral and are more to control stereotyped behaviors and less to improve their communication and social skills. Puppet therapy and play therapy are fun for children, they are attractive to them, especially to autistic children who are often isolated. However, in addition to puppet therapy and play therapy as the main intervention method, complementary intervention methods are also needed. Therefore, the present study aimed to design and determine the effectiveness of Adlerian puppet therapy intervention program on the development of high functional Autistic children's (HFA) empathy skills. Given the importance of empathy skills in the social interactions of people with autism, study and research in this field is very necessary.

The present study in terms of gathering research was experimental design with pre- posttest and follow-up with a control and experimental groups. Of the total target population, 20 available sample from April2 Autism center were selected and randomly placed in two, experimental (n=10 person) and control (n=10 person) groups. The intervention program was Adlerian puppet therapy (According to the studied title and variables, Adler play therapy was the most appropriate method of play therapy for the present study). This interventional package, based on Adler's theory, has been designed and implemented in four steps and ten consecutive steps to develop and improve the empathy skills of children with autism spectrum disorders. This program implemented for two consecutive months in 15 consecutive sessions for the experimental group in April2 autism center. In order to comply with the ethical principles of the research, this intervention program was implemented for the control group and also, testimonial was received from each of the participants in this study, and if they did not want to continue the cooperation, they could leave the research. Auyeung’s Empathy questionnaire applied for assessment of empathic skills. This questionnaire was designed to measure empathy and systemic interest in children with autism spectrum disorder with 55 items on a four-point Likert scale. The reliability of the test was evaluated by retest methods and Cronbach's alpha. The reliability of the retest for empathy gain was 0.86 and all coefficients were significant at the level of one hundredth. The internal consistency of the test using the Cronbach's alpha coefficient of empathy was 0.93. Data analysis was performed using descriptive and inferential statistical methods such as mean, variance and univariate analysis of covariance (MANCOVA) and Repeated measures test by SPSS-22 software.

Depending on the type of research (which was an experimental) as well as the variables of the present study and the time series of pre-test, post-test and follow-up, multivariate analysis of covariance or MANCOVA and repeated measures were used of course, observing their application assumptions. The analyzed results by MANCOVA and Repeated measures showed that Adlerian puppet therapy intervention program, significantly (p<0.05) led to modifying and increasing the empathy quotient of High functional autistic children in experimental group. The results are shown separately in several tables and the full report is presented in detail in the text of the article. It should be noted that in addition to changes in the post-test scores of the subjects, according to their parents, significant changes were observed in their overt behaviors. The results obtained in this study were coextensive with the results of many similar studies. Adverse findings were also obtained because they were not among the objectives of the study and were not reported. Adverse findings could be studied as a new study in the future.

Currently, many play therapy methods have been suggested for children, but Adler play therapy is a popular approach to play therapy and includes many interventions that help children move toward healing and adjustment. Considering that the most serious problem of autistic children is a social empathy skills impairment and also due to effectiveness of Adlerian puppet therapy intervention program to enhance empathy skills of the experimental group applying this interventional program in all special autism disorder rehabilitation centers for who are autism disorders recommended It is also suggested that the implementation of this rehabilitation package be done by specialized and trained people. It should be noted that accurate and correct implementation of puppet therapy and play therapy is not very easy and requires an experienced and trained person. The implementation and application of puppet therapy is not limited to children with ASD. It is used for all groups with different problems and diseases in all situations. One of the problems in using puppet therapy is the child's dependence on the puppet, during the puppet treatment and also choosing the type of puppet, according to the type of child problem. Also, despite all the measures to neutralize the effect of unpredictable variables, it is possible that the obtained results are somewhat likely to be influenced by other variables. Therefore, the interpretation and generalization of the findings of this study to other situations and statistical communities should be done with caution. Many studies have been done to determine the sustainability of the effect of puppet therapy on improving the problems of children with autism, especially their communication and social problems. However, more studies are neededantibiotic resistance characteristics are determined and appropriate antibiotics are prescribed.

Many parents with autistic children are worried about some of the clinical symptoms of autism disorder, including sensory impairment in their offspring, due to their genetic uniformity and healthy childhood and autism. The purpose of this study was to compare the sensory organs processing patterns of autism individuals with their normal counterparts.

In this descriptive-analytical study, two groups of 17 healthy siblings with autism and 17 normal peoples in the age range of 5 to 12 years participated in the study. In order to assess the children's parents, they were asked to complete a 9-factor sensor sensory status questionnaire for their children after obtaining written consent from the parents.

The results showed that there was no significant difference between two groups of healthy sisters or brothers with autism and their normal counterparts in any of the factors (p<0.05).

Based on the findings of this study, it can be concluded that healthy siblings of autism have similar patterns to normal children in sensory processing.