The effect of intensive interaction intervention on the stereotyped behavior of children with autism spectrum disorder

Document Type : Research Paper

Authors

1 PhD Student in Psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran.

2 Associate Professor, Department of Psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran.

Abstract

Abstract
Introduction: The purpose of this study was to investigate the effectiveness of intensive interaction intervention on social stereotyped behaviors of children with autism spectrum disorder.
Materials & Methods: The method of this study was quasi-experiment with an experimental and control group and pretest, post-test. The population of this study included children with autism spectrum disorder that was selected by available sampling among the centers of autism in Ahvaz, Iran, and 11 children were randomly assigned to both experimental and control groups. The Gilliam Autism Scale (Gars) was used to measure the variables of the research. To analyze the results, descriptive statistics including mean and standard deviations of scores were used and the covariance analysis was used to control the interventional variables in the pretest.
Results: The mean and standard deviation of the stereotyped behaviors for the experimental and control group in the pre-test stage were (28.88 ± 6.88) and (24.66 ± 9.17), respectively, and these values were in the post-test phase for The experimental and control groups were (17.9 ± 14.5) and (23.72 ± 13.13), respectively, and in the follow-up phase, the experimental and control groups were (+/- 23.5) 63/19) and (35/9 + -81 / 23).The results of one way covariance analysis indicated that the method of intensive interaction on the stereotyped behaviors was effectful (P <0.001).
Conclusion: According to the findings, the method of intensive interaction is effective on the stereotyped behaviors. The intensive interaction method can reduce the stereotyped behavior of children in the autism spectrum by influencing tissue and environmental stimuli.

Keywords

References

Accordino, R. E., Kidd, C., Politte, L. C., Henry, C. A., & McDougle, C. J. (2016). Psychopharmacological
interventions in autism spectrum disorder. Expert opinion on pharmacotherapy, 17(7), 937-952.
Aljadeff-Abergel, E., Schenk, Y., Walmsley, C., Peterson, S. M., Frieder, J. E., & Acker, N. (2015). The effectiveness
of self-management interventions for children with autism—A literature review. Research in Autism Spectrum
Disorders, 18, 34-50.
Association, A. P. (2013). Diagnostic and statistical manual of mental disorders (DSM-5®): American Psychiatric Pub.
Attwood, T. (2008). An overview of autism spectrum disorders. Learners on the autism spectrum: Preparing highly
qualified educators, 18-43.
Bloch, S., Green, S. A., Janca, A., Mitchell, P. B., & Robertson, M. (2017). Foundations of Clinical Psychiatry Fourth
Edition: Melbourne Univ. Publishing.
Bremer, E., Crozier, M., & Lloyd, M. (2016). A systematic review of the behavioural outcomes following exercise
interventions for children and youth with autism spectrum disorder. Autism, 20(8), 899-915.
Davis, C. L., Tomporowski, P. D., McDowell, J. E., Austin, B. P., Miller, P. H., Yanasak, N. E., . . . Naglieri, J. A.
(2011). Exercise improves executive function and achievement and alters brain activation in overweight
children: a randomized, controlled trial. Health Psychology, 30(1), 91.
Dykens, E. M., Fisher, M. H., Taylor, J. L., Lambert, W., & Miodrag, N. (2014). Reducing distress in mothers of
children with autism and other disabilities: a randomized trial. Pediatrics, 134(2), e454.
Fava, L., Vicari, S., Valeri, G., D’Elia, L., Arima, S., & Strauss, K. (2012). Intensive behavioral intervention for schoolaged children with autism: Una Breccia nel Muro (UBM)—A comprehensive behavioral model. Research in
Autism Spectrum Disorders, 6(4), 1273-1288.
Flynn, L., & Healy, O. (2012). A review of treatments for deficits in social skills and self-help skills in autism spectrum
disorder. Research in Autism Spectrum Disorders, 6(1), 431-441.
Gilliam, J. (2014). GARS-3: Gilliam Autism Rating Scale–Third Edition.
Gilliam, J. E. (2006). Gilliam Autism Rating Scale: GARS 2: Pro-ed.
Ginn, N. C., Clionsky, L. N., Eyberg, S. M., Warner-Metzger, C., & Abner, J.-P. (2017). Child-directed interaction
training for young children with autism spectrum disorders: Parent and child outcomes. Journal of Clinical
Child & Adolescent Psychology, 46(1), 101-109.
Grahame, V., Brett, D., Dixon, L., McConachie, H., Lowry, J., Rodgers, J., . . . Le Couteur, A. (2015). Managing
repetitive behaviours in young children with autism spectrum disorder (ASD): pilot randomised controlled trial
of a new parent group intervention. Journal of autism and developmental disorders, 45(10), 3168-3182.
Hewett, D. (2018). The intensive interaction handbook: Sage.
Hewett, D., & Nind, M. (2013). Interaction in Action: reflections on the use of Intensive Interaction: David Fulton
Publishers.
Heyvaert, M., Saenen, L., Campbell, J. M., Maes, B., & Onghena, P. (2014). Efficacy of behavioral interventions for
reducing problem behavior in persons with autism: An updated quantitative synthesis of single-subject
research. Research in Developmental Disabilities, 35(10), 2463-2476.
Hutchinson, N., & Bodicoat, A. (2015). The effectiveness of intensive interaction, a systematic literature review.
Journal of Applied Research in Intellectual Disabilities, 28(6), 437-454.
Lee, K., Lambert, H., Wittich, W., Kehayia, E., & Park, M. (2016). The use of movement-based interventions with
children diagnosed with autism for psychosocial outcomes—A scoping review. Research in Autism Spectrum
Disorders, 24, 52-67.
Lydon, S., Moran, L., Healy, O., Mulhern, T., & Enright Young, K. (2017). A systematic review and evaluation of
inhibitory stimulus control procedures as a treatment for stereotyped behavior among individuals with autism.
Developmental neurorehabilitation, 20(8), 491-501.
Nind, M., & Hewett, D. (2012). Access to communication: Developing the basics of communication with people with
severe learning difficulties through intensive interaction: David Fulton Publishers.
Rafati F, P.-T. M., Pishyareh E, Mirzaei H, Biglarian A. (2016). Effectiveness of Group Play Therapy on the
Communication of 5-8 Years Old Children With High Functioning Autism. . journal of rehabilitate 17(3),
200-211.
Tee, A., & Reed, P. (2017). Controlled study of the impact on child behaviour problems of intensive interaction for
children with ASD. Journal of Research in Special Educational Needs, 17(3), 179-186.
Warren, Z., McPheeters, M. L., Sathe, N., Foss-Feig, J. H., Glasser, A., & Veenstra-VanderWeele, J. (2011). A
systematic review of early intensive intervention for autism spectrum disorders. Pediatrics-English Edition,
127(5), e1303.
Wong, C., Odom, S. L., Hume, K. A., Cox, A. W., Fettig, A., Kucharczyk, S., . . . Schultz, T. R. (2015). Evidencebased practices for children, youth, and young adults with autism spectrum disorder: A comprehensive review.
Journal of autism and developmental disorders, 45(7), 1951-1966.
Zarafshan, H., Salmanian, M., Aghamohammadi, S., Mohammadi, M. R., & Mostafavi, S.-A. (2017). Effectiveness of
non-pharmacological interventions on stereotyped and repetitive behaviors of pre-school children with autism:
a systematic review. Basic and clinical neuroscience, 8(2), 95.
Medical Journal of Mashhad university of Medical Sciences
Volume 63, Issue 1
May and June 2020
Pages 2165-2175

Files

Share

How to cite

Statistics