The purpose of this study was to formulate educational package of participatory games and its effectiveness on social skills of children with autism spectrum disorder. The research method was semi-experimental design with pretest-posttest design with control group. The More
The purpose of this study was to formulate educational package of participatory games and its effectiveness on social skills of children with autism spectrum disorder. The research method was semi-experimental design with pretest-posttest design with control group. The statistical population of this study was all children aged 8 to 12 years old with autism spectrum disorders from Tehran health care and rehabilitation centers in 2018. In this study, 20 boys with autism spectrum disorder were selected by using available sampling method and were randomly assigned into two experimental (10 subjects) and control groups (10 subjects). The Social questionnaire was used to assess social skills. The experimental group received 10 sessions of 45 minutes training during the 2 months of training Package, while the control group did not receive such intervention. At the end, both groups were evaluated by the Bellini Social Profile Questionnaire. Data were analyzed using covariance analysis. The results of this study showed that coaching training improves the social skills of children with autism spectrum disorder.
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Purpose: Considering the role and importance of mothers in caring of children with autism spectrum disorder, the present research was conducted with the aim of comparison the effectiveness of autism integrated treatment program and multiple special skills training on se More
Purpose: Considering the role and importance of mothers in caring of children with autism spectrum disorder, the present research was conducted with the aim of comparison the effectiveness of autism integrated treatment program and multiple special skills training on self-concept in mothers of children with autism spectrum disorder.
Methodology: This study was semi-experimental with pre-test, post-test and one-month follow-up with control group. The population research was mothers of children with autism spectrum disorder of Tehran city in 2019 year, which 45 people of them were selected by the available sampling method and randomly replaced in three equal groups. The first experimental group received the autism integrated treatment program with family and the second experimental group received the multiple special skills training for 9 sessions of 90 minutes and the control group did not receive training. The research tool was the self-concept scale (Beck & et al, 1990) and data were analyzed by methods of repeated measures analysis of variance and Bonferroni post hoc test in SPSS-22 software.
Findings: The findings showed that both methods of autism integrated treatment program and multiple special skills training in compared to the control group increased the self-concept of mothers of children with autism spectrum disorder and the results were maintained in the follow-up phase (P<0.05). In addition, the autism integrated treatment program with family in compared to the multiple special skills training increased their self-concept (P˂0.05).
Conclusion: Due to the effectiveness of both methods and the greater effectiveness of autism integrated treatment program with family, counselors and therapists can use this method along with other effective treatments methods to improve the self-concept of mothers of children with autism spectrum disorder.
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Aim: This research was conducted on the effectiveness of therapeutic games in communicating children with the autism spectrum disorder. Method: The statistical population of the study was children aged 6 to 11 years with autism spectrum disorder at the non-profit school More
Aim: This research was conducted on the effectiveness of therapeutic games in communicating children with the autism spectrum disorder. Method: The statistical population of the study was children aged 6 to 11 years with autism spectrum disorder at the non-profit school. The study sample consisted of 24 children who were randomly selected and divided into two experimental and control groups. This research was a semi-experimental design with pre-test and post-test design with two experimental and control groups. The experimental group received 10 sessions for 2 months and each session was treated with an interventional intervention of 45 minutes each. The data were collected using Gilam or Garz diagnostic test. The reliability of the questionnaire was obtained in the sample group by Cronbach's alpha of 0.792. To analyze the data, multivariate analysis of covariance analysis was used. Findings: Based on the results of the research, the obtained F value was 13.395 and was significant at 0.01 levels. Due to the decrease in the mean scores of the experimental group in the post-test, the game therapy significantly correlated with the association of children with Autism spectrum disorder has been effective. Conclusion: Game therapy is an effective method that can improve the communication of children with autism disorder.
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The research was conducted with the aim of comparing the attitude and self-efficacy of special and regular teachers with students with autism spectrum disorder. The research method was comparative. The research population included all special education teac More
The research was conducted with the aim of comparing the attitude and self-efficacy of special and regular teachers with students with autism spectrum disorder. The research method was comparative. The research population included all special education teachers and regular education teachers with autistic students in the academic year 2017-2018 in Mazandaran province. The target sample was 30 teachers, 15 teachers were randomly selected from among the exceptional schools in the province and 15 teachers were randomly selected and evaluated from the regular education teachers with autistic students. The instrument used was Saeedi Vesalimanundi's Inclusive Education Attitude Survey Questionnaire (2005) and Teacher Self-Efficacy by Schanen, Moran and Woolfolk (2001). The data were analyzed with descriptive statistics and independent T-statistics and correlation coefficient. The results of the research showed that there is a significant difference between the attitude and self-efficacy of regular education teachers and special education teachers in the inclusion of autistic students, and special education teachers have better attitudes and self-efficacy than regular teachers in different dimensions. Also, there is a relationship between teachers' attitude and self-efficacy in the inclusion of autistic students.
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