بررسی تأثیر مداخلات بهنگام روان‌شناختی و آموزشی خانواده‌محور بر میزان مهارت‌های شناختی و اجتماعی کودکان اتیسم
محورهای موضوعی : تربیتی
1 - استادیار دانشگاه آزاد اسلامی واحد نائین، اصفهان، ایران
کلید واژه: مهارت‌های شناختی - اجتماعی, مداخلة بهنگام خانواده‌محور, کودکان اتیسم,
چکیده مقاله :
پژوهش با هدف تعیین تأثیر مداخلات بهنگام روان‌شناختی و آموزشی خانواده‌محور بر تحول مهارت‌های شناختی و اجتماعی کودکان اتیسم انجام گرفته است. به این منظور 36 کودک اتیسم زیر 5 سال به‌صورت تصادفی انتخاب و به گروه آزمایشی و کنترل اختصاص داده شدند. ابتدا آزمون سنجش رشد نیوشا (1387) در حیطه‌های رشد مهارت‌های شناختی و اجتماعی، بر روی کودکان اتیسم هر دو گروه (پیش‌آزمون) اجرا و پس از ارائه برنامه مداخله در 15 جلسه 90 دقیقه‌ای در طی 6 ماه، مجدداً آزمون نیوشا بر روی گروه آزمایشی، اجرا و با استفاده از تحلیل کوواریانس تجزیه‌وتحلیل شد. با توجه به نتایج تحلیل کوواریانس بین جنس و گروه در اثربخشی مداخلات بهنگام روان‌شناختی و آموزشی خانواده‌محور بر میزان رشد شناختی و اجتماعی کودکان اتیسم اثر تعاملی وجود ندارد. همچنین نتایج نشان داد که تفاوت بین عملکرد دو گروه آزمایش و کنترل در متغیر مهارت‌های شناختی (0001/0>p) و اجتماعی (0001/0>P) معنی‌دار است. بنابراین با توجه به نتایج به دست آمده می‌توان چنین نتیجه گرفت که مداخلات بهنگام روان‌شناختی و آموزشی خانواده‌محور بر رشد مهارت‌های شناختی و اجتماعی کودکان اتیسم زیر 5 سال تأثیر مثبت دارد.
The purpose of this study was to examine the impact of family-based psychological and educational early interventions on the development of cognition and social skills of children with autism disorder. The method of the study was experimental. For this purpose, using random sampling method, thirty-six children with autism disorder under five years old were selected and assigned to experimental and control groups. In order to collect data, first, Newsha Development Evaluation Test (2008) was implemented on the subjects. Consequently, the intervention program was conducted in15 sessions of 90 minutes on during six months, and data was analyzed using covariance analysis. With regard to the results of analysis of covariance in connection with the interactive impact of gender with a group, it should be said that there is no interactive impact in the effectiveness of family-based psychological and educational early interventions on the development of cognition and social skills of children with autism disorder Also, the findings indicated that there was significant difference between control and experimental groups in cognition(P<0/0001) and social(P<0/0001) skills.Thus, it can be concluded that early interventions have affected positively on the cognition and social skills development of children with autism disorder.
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