Comparison the effectiveness of applied behavior analysis and play therapy on increasing the social skills of mild intellectual disability children

Subject Areas : social psychology

Asma  Fooladi ¹ (Assistant Professor, Department of Psychology, Tabaran Institute of Higher Education, Mashhad, Iran)
Maryam  Shokri ² (MA, Department of Psychology, Boushehr Science and Research Branch, Islamic Azad University, Boushehr, Iran)
Fatemeh  MohammadAbadi ³ (MA, Department of Psychology, Tehran Sciences and Researches (Ayatollah Amoli Branch), Islamic Azad University, Amol, Iran)
jamal  ashoori ⁴ (PhD of Psychology, Department of Psychology, Islamic Azad University, Isfahan (Khorasgan) Branch, Isfahan, Iran)

Received: 2022-08-14 Accepted : 2022-12-17 Published : 2022-09-23

Keywords: applied behavior analysis# play therapy# social skills#mild intellectual disability,

Abstract :

The present research was conducted with the aim of comparison the effectiveness of applied behavior analysis and play therapy on increasing the social skills of mild intellectual disability children. This study in terms of purpose was applied and in terms of implementation method was quasi-experimental with pre-test-post-test design with experimental and control groups. The research population was mild intellectual disability children referred to counseling centers in the third district of Tehran in the spring season of 2022 year. The research sample was 40 mild intellectual disability children who after reviewing the inclusion criteria were selected by the available sampling method and randomly were assigned into three equal groups including two experimental groups (applied behavior analysis and play therapy) and one control group. Each of experimental groups underwent by applied behavior analysis and play therapy for 10 sessions of 45 minutes (two sessions per week) as a group and during time the control group did not receive education. The tools of the current research included a demographic information form and social skills questionnaire (Gresham and Elliott, 1990). Data were analyzed by multivariate analysis of covariance and Bonferroni post hoc test in SPSS version 22 software. The findings showed that both intervention methods of applied behavior analysis and play therapy in compared to the control group led to increase the social skills and each three components of them including cooperation, assertiveness and self-control of mild intellectual disability children (P<0.001), but between the intervention methods there was no significant difference in increasing the social skills and their components (P>0.05). According to the results of the present study, therapists, counselors and psychologists can use both methods of applied behavior analysis and play therapy to increase the social skills of mild intellectual disability children.

References:

آئینی، بهاره و حاجی علیزاده، کبری. (1399). مقایسه اثربخشی آموزش مدیریت والدین و بازی درمانی گروهی بر اضطراب و مشکلات اجتماعی کودکان مبتلا به اختلال نافرمانی مقابله‌ای (ODD). مجله علمی دانشگاه علوم پزشکی ایلام، 28(5)، 75-64.

جهاندار لاشکی، سهیلا و کاکابرایی، کیوان. (1397). تاثیر آموزش تحلیل رفتار کاربردی (ABA) بر رشد مهارت‌های اجتماعی کودکان با اختلال طیف اتیسم. نشریه توانمندسازی کودکان استثنایی، 9(2)، 100-89.

حسن‌پور، علی؛ سیاه‌پوش، فروغ؛ محمدنیا، لیلا و صالحی تالی، شهریار. (1400). اثربخشی مداخله‌ی آموزشی مبتنی بر الگوی روی بر وجدان کاری مراقبین مبتلا به کم‌توان ذهنی بستری در مرکز توان‌بخشی شهید مدنی زرین‌شهر اصفهان. مجله پرستاری و مامایی، 19(4)، 308-299.

حیدری، علیرضا؛ عسکری، پرویز؛ کریمی، سارا و غیاثی‌زاده، مهدی. (1392). اثربخشی مداخله‌ی مبتنی بر تحلیل کاربردی رفتار بر افزایش مهارت‌های اجتماعی- ارتباطی و کاهش رفتار کلیشه‌ای در کودکان اوتیسم. مجله اندیشه و رفتار، 7(28)، 86-77.

داداش‌زاده، محبوب؛ شیخ، محمود؛ داداش‌زاده، حسین و قادری، صابر. (1399). تاثیر بازی درمانی بر مهارت‌های اجتماعی و رفتارهای کلیشه‌ای پسران 7 الی 10 سال مبتلا به اختلال طیف اتیسم. مجله علمی علوم حرکتی و رفتاری، 3(2)، 198-187.

شهیم، سیما. (1384). هنجاریابی مقیاس روش درجه‌بندی مهارت‌های اجتماعی برای کودکان پیش‌دبستانی. مجله روانپزشکی و روانشناسی بالینی ایران، 11(2)، 186-176.

طباطبائی نوائی نوبری، پگاه؛ سلیمانی، مهران و شالچی، بهزاد. (1400). مقایسه اثربخشی درمان پاسخ‌محور و تحلیل رفتار کاربردی بر شدت علائم و کارکردهای اجرایی کودکان اوتیسمی. نشریه شفای خاتم، 9(2)، 34-22.

عاشوری، محمد؛ قاسم‌زاده، سوگند و دلال‌زاده بیدگلی، فاطمه. (1398). تاثیر بازی درمانی مبتنی بر مدل شناختی رفتاری بر مهارت‌های اجتماعی کودکان پیش‌دبستانی با اختلال نارسایی توجه/ فزون‌کنشی. فصلنامه سلامت روان کودک، 6(2)، 39-27.

فمی تفرشی، فرزانه؛ محمدی، محمدرضا؛ شریفی ساکی، شیدا؛ احمدی، هادی؛ کریمی، رضا و آخته، مریم. (1395). اثربخشی آموزش تحلیل رفتار کاربردی به والدین بر افزایش خودیاری کودکان مبتلا به اختلال طیف اوتیسم. فصلنامه سلامت روانی کودک، 3(1)، 18-9.

محمدی، رقیه؛ نریمانی، محمد؛ ابوالقاسمی، عباس و تکلوی، سمیه. (1399). مقایسه اثربخشی مداخله با روش تحلیل رفتار کاربردی و نوروفیدبک بر ارتقای مهارت‌های شناختی، اجتماعی و فعالیت‌های روزمره زندگی در کودکان مبتلا به اختلال طیف اوتیسم. فصلنامه کودکان استثنایی، 20(3)، 36-21.

ولی‌نقندر، ریحانه و هاشمیان‌نژاد، فریده. (1398). تاثیر بازی درمانی گروهی بر رفتارهای تکانشی، سازگاری اجتماعی و بهزیستی روانی. مجله روان‌شناسی اجتماعی، 13(53)، 58-47.

Adimora, D. E., Adene, F. M., Omeje, M. O., Ejiofor, J. N., & Offordile, E. E. (2021). Effect of applied behaviour analysis on social skills and academic achievement of pupils with autism spectrum disorder. International Journal of Psychosocial Rehabilitation, 3(3), 55-66.

Aguiar, A. L., Aguiar, C., Cadima, J., Correia, N., & Fialho, M. (2019). Classroom quality and children’s social skills and problem behaviors: Dosage and disability status as moderators. Early Childhood Research Quarterly, 49, 81-92.

Almutlaq, H. (2021). Saudi special educators' perceptions of applied behavior analysis for students with autism. World Journal of Education, 11(4), 18-30.

Antill, K. (2020). Family-centered applied behavior analysis for children with autism spectrum disorder. Intervention in School and Clinic, 55(3), 185-191.

Demchak, M. A., Sutter, C., Grumstrup, B., Forsyth, A., Grattan, J., Molina, L., & Fields, C. J. (2020). Applied behavior analysis: Dispelling associated myths. Interventions in School and Clinic, 55(5), 307-312.

Fohim, E., & Jolly, S. (2021). What's underneath? Social skills throughout sustainability transitions. Environmental Innovation and Societal Transitions, 40, 348-366.

Glenthoj, L. B., Kristensen, T. D., Gibson, C. M., Jepsen, J. R. M., & Nordentoft, M. (2020). Assessing social skills in individuals at ultra-high risk for psychosis: Validation of the High Risk Social Challenge task (HiSoC). Schizophrenia Research, 215, 365-370.

Gresham, F., & Elliott, S. N. (1990). Social skills rating system. Circle Pines, MN: American Guidance Services.

Hoshina, A., Horie, R., Giannopulu, I., & Sugaya, M. (2017). Measurement of the effect of digital play therapy using biological information. Procedia Computer Science, 112, 1570-1579.

Kacar, D., & Ayaz-Alkaya, S. (2022). The effect of traditional children's games on internet addiction, social skills and stress level. Archives of Psychiatric Nursing, 40, 50-55.

Kascsak, T. M. (2013). The impact of child-centered group play therapy on social skills development of kindergarten children. Dissertation Abstracts International Section A: Humanities and Social Sciences.

Liao, P., Vajdic, C. M., Reppermund, S., Cvejic, R. C., Srasuebkul, P., & Trollor, J. N. (2022). Mortality rate, risk factors, and causes of death in people with epilepsy and intellectual disability. Seizure, 101, 75-82.

Metzger, B., & Gayman, C. M. (2019). Increasing undergraduate psychology major's workforce readiness through courses in applied behavior analysis. Teaching of Psychology, 46(4), 334-339.

Morshed, N., Davoodi, I., & Babamiri, M. (2015). Effectiveness of group play therapy on symptoms of oppositional defiant among children. Journal of Educational and Community Health, 2, 12-18.

Okajima, J., Kato, N., Nakamura, M., Otani, R., Yamamoto, J., & Sakuta, R. (2021). A pilot study of combining social skills training and parenting training for children with autism spectrum disorders and their parents in Japan. Brain and Development, 43(8), 815-825.

Palix, J., Giuliani, F., Sierro, G., Brandner, C., & Favrod, J. (2020). Temporal regularity of cerebral activity at rest correlates with slowness of reaction times in intellectual disability. Clinical Neurophysiology, 131(8), 1859-1865.

Savage, M. W., & Tokunaga, R. S. (2017). Moving toward a theory: Testing an integrated model of cyberbul-lying perpetration, aggression, social skills, and internet self-efficacy. Computers in Human Behavior, 71, 353-361.

Shen, Y. J., Ramirez, S. Z., Kranz, P. L., Tap, X., & Ji, Y. (2018). The physical environment for play therapy with Chinese children. American  Journal of Play, 10(3), 328-358.

Smyth, S., Reading, B. E., & McDowell, C. (2019). The impact of staff training on special educational needs professionals' attitudes toward and understanding of applied behavior analysis. Journal of Intellectual Disabilities, 23(4), 541-551.

Specht, S., & Straub, V. (2021). Intellectual disability in paediatric patients with genetic muscle diseases. Neuromuscular Disorders, 31(10), 988-997.

Swan, K. L., Kaff, M., & Haas, S. (2019). Effectiveness of group play therapy on problematic behaviors and symptoms of anxiety of preschool children. Journal for Specialists in Group Work, 44(2), 82-98.

Thomas, S., White, V., Ryan, N., & Byrne, L. (2022). Effectiveness of play therapy in enhancing psychosocial outcomes in children with chronic illness: A systematic review. Journal of Pediatric Nursing, 63, 72-81.

Volkmar, F. R., Paul, R., Klin, A., & Choen, D. (2005). Handbook of autism and pervasive development disorders. New Jersey: John Wiley.

Yi, X., Yuan, X., Xie, H., Chen, X., & Zhu, Y. (2020). A familial Sonic Hedgehog (SHH) stop-gain mutation associated with agenesis of the corpus callosum, mild intellectual disability and facial dysmorphism. Brain and Development, 42(10), 771-774.