تدوین بستۀ آموزشی بازی‌های مشارکتی و بررسی اثربخشی آن بر مهارت‌های اجتماعی کودکان با اختلال طیف اتیسم
محورهای موضوعی : تربیتیروح الله فتح آبادی 1 , پرویز شریفی درآمدی 2 , سعید رضایی 3
1 - روانشناسی و آموزش کودکان استثنایی، دانشکده روانشناسی و علوم تربیتی، دانشگاه علامه طباطبائی، تهران، ایران.
2 - روانشناسی و آموزش کودکان استثنایی، دانشکده روانشناسی و علوم تربیتی، دانشگاه علامه طباطبائی، تهران، ایران.
3 - روانشناسی و آموزش کودکان استثنایی، دانشکده روانشناسی و علوم تربیتی، دانشگاه علامه طباطبائی، تهران، ایران.
کلید واژه: اختلال طیف اتیسم, مهارت‌های اجتماعی, بازی‌های مشارکتی,
چکیده مقاله :
این پژوهش، باهدف تدوین بسته آموزشی بازی‌های مشارکتی و بررسی اثربخشی آن بر مهارت‌های اجتماعی کودکان با اختلال طیف اتیسم انجام شد. روش پژوهش از نوع طرح‌های نیمه آزمایشی با طرح پیش‌آزمون-پس‌آزمون با گروه کنترل بود. جامعۀ آماری این پژوهش، همۀ کودکان پسر 8 تا 12 ساله با اختلال طیف اتیسم مراکز درمانی و توانبخشی شهر تهران در سال 1397 بودند. در این پژوهش 20 کودک پسر با اختلال طیف اتیسم با استفاده از روش نمونه‌گیری در دسترس انتخاب و در دو گروه آزمایش (10 نفر) و کنترل (10 نفر) به شیوۀ تصادفی گمارش شدند. برای ارزیابی مهارت‌های اجتماعی از پرسشنامۀ نیمرخ اجتماعی بلینی استفاده شد. گروه آزمایش در 10 جلسه 45 دقیقه‌ای در طول 2 ماه بسته آموزشی را دریافت کردند درحالی‌که گروه کنترل چنین مداخله‌ای را دریافت نکردند. در پایان مجدداً هر دو گروه توسط پرسشنامۀ نیمرخ اجتماعی بلینی مورد ارزیابی قرار گرفتند. داده‌ها با استفاده از تحلیل کوواریانس مورد تجزیه‌وتحلیل قرار گرفت. نتایج این پژوهش نشان داد که آموزش بازی‌های مشارکتی موجب بهبود مهارت‌های اجتماعی کودکان با اختلال طیف اتیسم می‌شود.
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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