جستجوی مقالات مرتبط با کلیدواژه « رفتار کلیشه ای » در نشریات گروه « پزشکی »

Autism is a neurodevelopmental disorder that involves three areas social interaction, communication, and stereotyped behavior patterns such as hyperactivity, impulsive behavior, self-harm, and aggression. This research aimed to compare the effectiveness of applied behavior analysis (ABA) and nature-based play therapy (Fluortime) on the severity of Garz test symptoms in children with autism spectrum disorder in 2011 in Qom.

The study included 45 autistic children and a quasi-experimental model of pre-test-post-test design and follow-up with a control group. The statistical population of the research included all children with autism in the city of Qom in Golhay Behesht Autism Center. The tool used had parts related to demographic information, Garez questionnaire 2 (severity of autism) and communication variables, stereotyped movements, and social interaction of children. Sampling was done by the available method and they were randomly divided into three test groups: applied analysis method, 15 people, 15 people in the flortime play therapy group, and 15 people in the control group. Floortime plays therapy intervention was provided to the experimental group in 23 sessions of 20 minutes in the designated sessions. The control group was not given any training. Repeated measurement analysis of variance, and post hoc Ben Feroni test for pairwise comparisons of the effect of groups and times on dependent variables were performed, and the software used in this research for data analysis was SPSS24 and AMOS24.

The difference in the effect of the two methods of applied behavior analysis and Floortime play therapy on the components and the total score of the severity of autism symptoms is not significant. Therefore, there is no significant difference between the effectiveness of applied behavior analysis and flortime play therapy on the severity of symptoms in children with autism spectrum disorder. (0.001)

Functional behavior analysis and Floortime play therapy during the implementation period and two months after the implementation period led to a significant decrease in the average scores of Garez test components in the severity of symptoms and autism treatment used.

Autism spectrum disorder (ASD) is a lifelong neurodevelopmental disorder that presents with difficulties in social communication as well as restricted and repetitive behaviors. Children and adults with ASD have difficulty with verbal and nonverbal communication, social interactions, and play–related activities. This disorder makes it difficult for them to communicate with others. These deficits tend to present in early childhood and usually lead to impairments in functioning across various settings. Moreover, these deficits have negatively impacted adaptive behavior and functioning. Thus, early diagnosis and intervention are vital for future success within this population. The Autism and Developmental Disabilities Monitoring (ADDM) network reports that approximately 1 in 54 children are diagnosed with ASD. The prevalence of this disorder is higher in boys than girls. Currently, no treatment has been shown for ASD, but several interventions have been developed and studied for use with young children. Anat Baniel method is a neuro–movement therapy. Movement provides information the brain needs to grow and organize itself. This method is an approach based on motor learning. Anat believes that the child's awareness of all body movements and the environment leads to awakening the child's brain and its development. The nine essentials form the core of the neuro–movement approach of the Anat Baniel Method. Each of the nine essentials describes one of the brain's requirements for waking up and doing its job well. These nine essentials include movement with attention, slowness, variation, subtlety, enthusiasm, flexible goals, the learning switch, imagination & dreams, and awareness. The main elements of this intervention method include encouraging the child to play sensory–motor games, accompanying the child to experience each other's movements, increasing awareness of the senses and learning new motor skills, strengthening the child's different senses, and increasing the ability to understand differences better. The purpose of this research was to study the effectiveness of Anat Baniel neuro–motor therapy on stereotyped behavior and social interactions of children with ASD.

This research was quasi–experimental with a pretest–posttest design and a control group. The statistical population includes all children with autism aged 4–10 years who were referred to Khomein Mandegar Autism Center, Khomein City, Iran, in 2020. From whom, 30 children with autism disorder were selected by convenience sampling. The inclusion criteria were lacking physical disabilities, having an IQ between 50 and 70 (educable), and having parents' consent. The exclusion criteria were severe mental disabilities and severe physical disabilities.
Then, they were assigned into experimental and control groups. The GARS–2 (Gilliam Autism Rating Scale) test was used to collect information in the pretest and posttest. Gilliam Autism Rating Scale, second edition, is a screening tool for autism spectrum disorder for individuals between the ages of 3 and 22. It was designed to help differentiate those with autism from those with severe behavioral disorders. Coefficients of reliability of the GARS–2 test for the subscales and Autism Index range from 0.80 to 0.90. To conduct the research, in the first session, the GARS–2 test questionnaire was completed as a baseline (pretest), and the informed consent form was completed by the children's parents. After the pretest, the interventions were performed by the occupational therapist of the Center Autism and the first researcher, so the experimental group received the Anat Baniel intervention for eight 90–minute sessions. However, the control group received only routine rehabilitation interventions.

The ANCOVA data showed a significant difference between the mean of stereotyped behavior (p<0.001, η=0.89) and social interaction (p=0.008, η=0.39) in the experimental and control groups.

Evidence was found to support Anat Baniel intervention (ABM) of neuro–motor therapy as an effective tool in reducing stereotypical behaviors and improving social interactions in children diagnosed with ASD. The results of the present study can be used for treatment planning and clinical interventions, and by teaching this treatment to parents and educators of rehabilitation centers and children with autism, a step was taken to improve the performance of these children.

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

Autism is a type of neurodevelopmental disorder that is characterized by deficit verbal communication behaviors. Symptoms of this disorder occur before three years old, and the cause of the disease is unknown. This disorder is more common in boys than in girls. The economic, social, lifestyle and parental education level does not play role in the development of autism. The disorder affects the normal development of the brain in the context of social interactions and communication skills. Children and adults with autism, in verbal and non-verbal communication, social interactions and game-related activities have some troubles. The disorder makes it difficult to communicate with others and the outside world for them. In some cases self-harm and aggression are seen. In these people, repetitive movements (touching, jumping) are unusual responses to people, attachment to objects, or resistance to change, and there may be unusual sensations in the five senses (sight, hearing, odor, smell, and taste). The central core of autism is a disorder in communication. One in every 60 to 70 live births in the world is a person with autism. Study results revealed that pregnant women who are obese or diabetic are more likely to having autism child than other mothers. Direct current stimulation of the brain is a technique that is used to stimulate the different area of the brain in neurologic and psychiatric patients. This study was aimed to evaluate the effect of transcranial direct current stimulation (Tdcs) of the brain to the improvement of stereotype behavior and establishment of communication in children who are suffering from autism spectrum disorder and the duration of its effects.

In this randomized crossover clinical trial, 20 children choosed with an autism spectrum disorder. They referred to the psychiatric centre in 2013-14 in Yazd province and then divided into two-period treatment groups. Stereotype behavior and communication scores of these children measured in the pre-test. The survey did after artificial and actual stimulation and two months later. Data collected by Gilliam autism rating scale (GARS). Group A patients, received artificial stimulation in 5 sessions, and the patient of group B received actual stimulation by Tdcs. After five sessions, the treatment of the two groups replaced. GARS scale is a norm-referenced instrument that assists teachers and clinicians in identifying and diagnosing autism in individuals between 3 to 22 years and in estimating the severity of the child's disorder. This scale calculated by Hemmatiyan et al. in Iran. In their research to assess the construct validity, the Karz questionnaire used simultaneously, and the correlation coefficients of these two questionnaires were 0.08. Comparing 100 healthy children and adolescents determined diagnostic validity through a differential analysis test. The cut point of 52 tests and the sensitivity and scale feature obtained 99% and 100%, respectively. The reliability of this scale was also estimated using Cronbach's alpha coefficient of 0.89.

The result illustrate there was improvement in stereotype behaviors (p<0.05) and communication (p<0.05) in children with autism spectrum disorder after this treatment.

Regarding to the result of this study it seemed that transcranial direct current stimulation could improvement of stereotype behavior and communication in autistic children.

Autism spectrum disorder (ASD) is a neurodevelopmental disorder that occurs in early childhood. There are various methods for training and rehabilitation of this disorder. So, the aim of the present study was to compare the effect of aquatic exercise and vitamin D supplementation on stereotypic behaviors and body mass index (BMI) in boys with ASD.

The present experimental study was conducted using a pretest-posttest design with random groups. Thus, 40 children with ASD (mean aged 10.9±2.14 years) were selected according to convenience sampling and randomly assigned to four groups of aquatic exercise (n=10), vitamin D supplementation (n=10), aquatic+supplementary (n=10) and control (n=10). Height, weight and BMI of children were measured at the beginning and the end of intervention. Aquatic exercise and aquatic+supplementary experimental groups were received the 60-minute water training program for 10 weeks, 2 sessions per week. The Vitamin D supplements and aquatic-supplementary groups also received vitamin D tablets at a dose of 50,000 IU once daily for 10 weeks.
Parents of autistic children completed the subscale of the Gilliam Autism Rating Scale (GARS-2) subscale before the experiment and after the end of the 10-week intervention. Finally, covariance analysis test was used for data analysis.

The results of data analysis showed that all three methods had a significant effect on the subscale of stereotypical behaviors and body mass index in autistic children (p<0.05), but the aquatic-supplementary method showed more efficacy than the other two methods.

Based on the results of this study, it can be concluded that swimming can provide a stable sensory input and increase the level of physical activity of children with autism spectrum disorder without weight bearing. Also, given the significant deficiency of vitamin D in these children, vitamin D supplementation can improve body mass index and decrease the severity of symptoms.

Background and Purpose: Among the new therapeutic methods that have attracted the attention of autistic therapists are the interventions related to motor and physical activities. This study was conducted to investigate the effect of Kephart's visual-motor skills on reducing the stereotypic behaviors of children with autism spectrum disorders. The present study was a single-case study. The study sample consisted of three 5-14-year-old children with autism spectrum disorder living in Tehran during 2017-2018, selected through convenience sampling. They underwent an intervention of 10 sessions of 45 minutes.
Initially, stereotypic behaviors were observed at the baseline and recorded by interval recording. After that, Kephart's visual-motor perception intervention programs were presented, and then again the occurrence of stereotypic behaviors was immediately observed and recorded by interval recording in two stages. The results of in-situ and inter-situ visual analysis of the subjects' data showed that the mean score of stereotypic behaviors for all three subjects decreased significantly from the baseline (4.8, 10, and 12.8) to the intervention phase (2.2, 4.2, and 3.4). Also, PND showed that the overlap of baseline and intervention points was effective with 100 percent confidence. Results indicate that the perceptual motor activities based on Kephart approach, can be used as one of the methods to decrease the stereotypic behaviors in children with autism.

Autism disorder is one of the most commonly occurring developmental disorders among children, which appears in early childhood in the form of degradation in the quality of social interaction, and repetitive and stereotypic patterns of behavior, interests, and activities. The stereotypical and repetitive patterns of behavior, make disturbance in attention and concentration, and cognitive development, and also damage to social performance and communication skills in these children, which interfere in daily activities from play to child's educational activities; this suggests that stereotypical behaviors should be minimized in any way. Whereas some scholars consider this stereotypic patterns in this children as a sensory failure to sensory stimulant. The purpose of this article was to review the effect of interventions based on sensory processing and sensory integration on the stereotypical patterns of children with autism. This was a narrative review. To find the studies related to purpose of research, using the keywords autism, sensory integration, sensory processing, and stereotypic behavior electronic, databases including Google Scholar, Scopus, PubMed, Ot seeker, and Scientific Information Database (SID) were searched. Finally, 12 articles were selected based on the inclusion criteria. Review of the literature demonstrated that sensory integration approach had positive effect on interaction, and reduced autistic mannerism in children with autism disorder. It seems that intervention based on sensory integration in combination with behavioural intervention can be effective in reduction of stereotypic behaviours in children with autism disorder

Autism spectrum disorder (ASD) with impairment in communication skills, stereotypes and significant impairment in social interactions. Stereotypes have be seen associated with different degrees of behavioral problems in children with autism spectrum disorder. The aim of this study was the effectiveness Combination of sensory integration training and behavior modification to improvement of stereotyped behavior in children with autism spectrum disorder. The research procedure was single subject design (A-B-A with baseline, treatment and follow up steps). The sample group was included 4 subjects that were selected by purposeful sampling method. Autism children boys participated in 20 sessions of combination of sensory integration training and behavior modification. Assessment instrument was Gilliam Autism Rating Scale (GARS). The analysis of the results was performed using the visual inspection and Cohen's d effect size. The result of visual inspection indicates that the effectiveness of combination of sensory integration training and behavior modification on improvement of stereotypic behaviors in in ASD children. The result of Cohen's d effect size indicates that is large effect size combination of sensory integration training and behavior modification on stereotypic behaviors in treatment-follow. Only effect size sensory-motor integration training in treatment-follow up was low and medium. This information can be used in therapeutic schematization and Clinical Interventions to to improvement of stereotypic behaviors in ASD children.