جستجوی مقالات مرتبط با کلیدواژه « playthings » در نشریات گروه « پزشکی »

Hearing impairment is one of the sensory problems in children that affects various aspects of their lives and impacts their social skills (SS) and emotion regulation (ER).Research indicated that active play has a crucial role in children’s social and emotional development. In this regard, the present study aims to investigate the effectiveness of group active plays (GAP) on the SS and ER of children with hearing impairment.

This quasi-experimental study involved a pre-test/post-test design with a two-month follow-up. The participants included 7 to 12-year-old boys with hearing impairment enrolled in the deaf-hearing impaired schools (2022-2023). Thirty children were randomly assigned to an experimental group (n=15) and a control group (n=15). The experimental group participated in 12 interventional sessions, while the control group had the regular school program. Both groups completed SS and ER questionnaires (including before and after the intervention, and two months after the intervention [follow-up]). The data were analyzed using analysis of variance (ANOVA) with SPSS software, version 25.

The results of this study indicated a significant difference between the control and experimental groups in SS (P<0.002). GAP also had a significant effect on ER (P<0.001). Moreover, it had a significant effect on liability/negativity which was one of the components of ER (P<0.022).

Based on the obtained results, it can be concluded that the implemented intervention (GAP) helped to improve SS, ER, and its component (liability/negativity) in children with hearing impairment. Coaches, teachers, and therapists can take steps to enhance SS and ER in children with hearing impairment by implementing GAP.

Many children with autism spectrum disorder (ASD) are unable to benefit from timely interventions. This research aimed to indirectly enhance play and communication skills in ASD children by providing a video educational package and distance education for their parents.  

In this clinical trial study, 32 parents and their children with ASD were randomly assigned to either the intervention or waitlist control groups. The intervention group received an educational video package along with 24 one-hour online sessions. The frequency of communication, engagement in functional games, and the use of conventional and unconventional gestures were assessed before, immediately after, and 3 months following the completion of the intervention in the participating children. The variables were analyzed within and between the two groups using a mixed between-within-subjects analysis of variance (ANOVA).  

The intervention group achieved significantly higher scores than the control group in the frequency of communication (P = 0.003), functional play (P < 0.001), and conventional gestures (P < 0.001). Conversely, the intervention group had significantly lower scores than the control group in unconventional gestures (P < 0.001).   

The observed improvements in both parents and children within the intervention group provide compelling support for the effectiveness of telepractice in speech therapy. This suggests that incorporating remote training methods into speech therapy sessions could enhance access for children with ASD to these interventions.

 Attention deficit hyperactivity disorder (ADHD) is a common condition in children, affecting 10% of Iranian children. Attention deficit hyperactivity disorder affects many areas of children’s lives, especially their participation. The most important part of a child’s life is playing, which is affected by ADHD. Children with ADHD have difficulties in their playing. Play is a child’s work and the most critical occupation that a child has. However, there are a few bright protocols to improve play for the sake of play. This protocol describes interventions to improve play in children with ADHD.

 This is a double-blind clinical trial in parallel groups of children with ADHD aged 4 to 6 years. Trained occupational therapists will deliver therapy in the clinic for eight weeks during 16 sessions of 45 minutes. A follow-up assessment will be done eight weeks after the last therapy session.

 According to the results of the trial, evidence will be provided about a bright and feasible protocol for occupational therapists to address the play of children with ADHD that can have significant effects on their quality of life, play skills, and participation.

Autism spectrum disorder (ASD) is a neurodevelopmental disorder with 2 main symptoms of social and communication deficits and stereotyped behaviors. Pretend play and theory of mind (ToM) have an essential role in a child’s cognitive and social development.

In this study, different variables of pretend play with levels of ToM were examined in 2 groups of typical children and children with autism.

In this case-control observational study, 45 typical children and 18 children with autism aged 5 to 7 years participated. For both groups, the ToM test was performed to measure the levels of ToM, and the child-initiated pretend play assessment (ChIPPA) was performed to analyze the pretend plays in both groups. Both tests were performed directly on children, and the scores were recorded by the examiner.

The results showed a significant positive relationship between the total score of ToM and pretend play. In children with autism, there was no difference between the ToM scores regarding age (P > 0.05). There was also a significant relationship between the levels of ToM, percentage of elaborate pretend actions (PEPA), and the number of object substitutions (NOS; P < 0.001). The scores of the ToM and pretend play levels of children with autism and typical children were significantly different (P < 0.001).

Based on the findings, the ToM and pretend play levels were lower in ASD children than in typical children. In addition, children who had higher PEPA scores and better NOS had higher ToM scores.

Attention-Deficit/Hyperactivity Disorder (ADHD) is a common disorder among neurodevelopmental disorders. Children with ADHD have serious difficulties in their playing patterns. This review aims at seeing occupational therapy interventions using to improve play among children with ADHD.

Four databases (PubMed, Web of Science, Scopus, and Elsevier) were searched. Rayyan QCRI online application was used for managing and screening the obtained data. The included articles were reviewed for their quality based on the Centre of Evidence-Based Medicine, research pyramid, CONSORT (CONsolidated Standards Of Reporting Trials), and STARD (Standards for Reporting Diagnostic Accuracy) statement.

A total of 104 articles were found after the search. After the screening and review process, six articles were included for the main review. Data extraction was done for these six articles (two randomized trial control and four non-randomized trial control studies).

Play-based interventions could be effective for improving social play in ADHD when delivered by a therapist. For parent-delivered interventions, more studies with larger sample sizes are required.

 Autism is one of the prevalent disorders in childhood. Children with autism have difficulties in different life skills and their daily activities. Pretend plays are essential in improving these skills, but the patterns of playing are impaired in this group.

 The present study was designed to compare pretend plays between high-functioning autistic children and typical peers.

 The research is the result of a cross-sectional study. Two groups of children with high-functioning autism and typical peers in the age range of 5 - 7 years were studied. Each group consisted of 87 participants who were selected by convenience sampling. Each participant was assessed by the Child-Initiated Pretend Play assessment (ChIPPA) test. The results were analyzed using descriptive statistics and an independent t-test.

 Data analysis and comparison of scores between the two groups of children showed a significant difference in the mean scores. The average percentage score of the number of object substitutions (NOS) and the elaborate pretend play actions (PEPA) in children with autism were lower than typical peers (P < 0.001). In other words, children with autism were less able to organize play and pretend. But the number of imitated actions (NIA) scores in children with autism was higher than their counterparts (P < 0.001). That is, children with autism relied more on examiner-playing patterns.

 The significant difference in scores between children with autism and typical peers showed significantly lower pretend skills in children with autism. According to pretend play basics on academic skills, language, and having a flexible mind, and with the attention to the same problems in children with autism, pretend play can be in greater attention to be improved among these groups.

The early years of life have an important role in children’s growth and development, and training during this period will play a pronounced role in their whole life. Behavioral problems (BPs) that children showed at this age have been a growing concern for those involved in pediatric health. The aim of this study was to compare the effectiveness of puppet show and storytelling methods on BPs among preschool children. This quasi‑experimental study was conducted on three groups (puppet show and storytelling as test groups and a control group), in three stages, using a pretest–posttest design. The study was conducted in 2014 on 75 children age 3–5 years selected from three kindergartens in Isfahan, Iran. The subjects were selected using random clusters sampling method. To collect data, Shahim Preschool Children Behavior Problem Questionnaire was used. Data were analyzed using descriptive and inferential statistics in SPSS software. The results of the statistical tests including one‑way analysis of variance (ANOVA) and repeated measures ANOVA test showed that mean variation in both puppet show and storytelling groups was significantly higher than the control group immediately and 1 month after the intervention (p < 0.001). Variation was significantly higher in the puppet show group compared to the storytelling group immediately (F = 222.5, p < 0.001) and 1 month (F = 235.5, p < 0.001) after the intervention. It can be concluded that compared to the storytelling method, the puppet show method has a greater impact on improving behavior problems among preschool children.

Play, particularly pretend play, has a cognitive basis and has been linked to the language and social ability.
The goal of this study was to examine face and content validity, inter-rater, intra-rater and test-retest reliability of the Persian translation of the child-initiated pretend play assessment
Ten occupational therapists consented to be in the content validity study. Face validity was examined by five occupational therapy specialists. For reliability, 31 typically developing children aged 4 - 6 years were chosen from kindergartens of four regions of Tehran, Iran. Two weeks after the initial assessment the children were re-tested for test-retest reliability. Intra-rater and inter-rater reliability was scored from videos of the children’s play assessment.
To be culturally appropriate for Iran, some phrases were changed and the pigs were replaced by dogs. Content validity index (CVI) and content validity ratio (CVR) were acceptable for all items. The Intra-class correlation coefficient was ICC = 0.99 for intra-rater reliability and ICC = 0.98 for inter-rater reliability. For test-retest reliability, the intra-class correlation coefficient for symbolic and combined object substitution scores and all elaborate play scores ranged from ICC = 0.69 to - 0.99. For imitated actions, the majority of children scored 0 on both test and re-test.
The Persian version of child initiated pretend play assessment has appropriate face and content validity. Inter-rater and intra-rater reliability were excellent. PEPA, combined and symbolic NOS showed good to excellent test-retest reliability. Test retest reliability for conventional NOS was moderate and NIA was not stable with more children imitating the examiner in the first test but not the re-test.

Hospital anxiety and surgery has an unpleasant and disturbing feeling for a child and his/her family. This study aimed to determine the effect of toys and visit in reducing children’s anxiety before the surgery and their mothers and satisfaction with the treatment process. This was a quasi-experimental study in posttest design with a control group. 60 children aged 3 to 8 years, who were undergoing ear, nose and throat surgery in Tabriz Amiralmomenin hospital, were chosen, and regarding their age and gender, were recruited into the control or experiment group. For the experiment group, the interventions before surgery were applied. The level of anxiety in children and parents was evaluated by Observation Scale of Behavioral Distress (OSBD-R) and Spielberger State Anxiety Inventory (STAI). The level of parental satisfaction with the treatment process before being discharged from the hospital was evaluated by the process of treatment satisfaction questionnaire (PSQ-18). Data were analyzed by SPSS ver.13. Mean anxiety scores of the children and mothers in the experimental group were lower than the control group. Mean maternal satisfaction score of the treatment process in the experimental group was higher than the mean scores of the control group. However, in the subscales of general satisfaction, interpersonal behavior, and financial aspects of satisfaction with treatment, no statistical significant difference was found between the experimental and control groups. Based on the findings, providing toys for children and informing the parents about medical information has a major effect in reducing children’s and other’s anxiety and increasing maternal satisfaction with the treatment process.