اثر بخشی آموزش کارکردهای اجرایی بر تخیل و مشارکت در بازی کودکان مبتلا به اتیسم

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری وانشناسی تربیتی، گروه روان شناسی، دانشکده علوم انسانی، واحد سمنان، دانشگاه آزاد اسلامی، سمنان، ایران

2 دانشیار، گروه روان شناسی، دانشکده علوم انسانی، واحد سمنان، دانشگاه آزاد اسلامی، سمنان، ایران

3 گروه روانشناسی بالینی، دانشکده روانشناسی و علوم تربیتی، دانشگاه سمنان، سمنان، ایران

4 استاد یار، گروه روانشناسی، دانشکده روانشناسی وعلوم تربیتی ، دانشگاه سمنان ، سمنان، ایران

چکیده

مقدمه: امروزه نارسایی در کارکردهای اجرایی یکی از مشخصه های اختلال طیف اتیسم است. بنابراین هدف از پژوهش حاضر بررسی اثربخشی آموزش کارکردهای اجرایی بر تخیل و مشارکت در بازی کودکان مبتلا به اتیسم است. روش: روش تحقیق نیمه تجربی بود. جامعه آماری شامل تمامی کودکان 7 تا 12 ساله مبتلا به اتیسم مراجعه کننده به کلینیک گفتار درمانی و کار درمانی امید شهر سمنان بود. 20 نفر از دختران مبتلا به اتیسم به روش نمونه گیری در دسترس انتخاب و به صورت گمارش تصادفی در دو گروه آزمایش و کنترل، هر کدام به 10 نفر تخصیص یافتند. در اجرای این پژوهش از پرسشنامه مهارت های اجتماعی گرشام و الیوت (1990) فرم معلم و چک لیست تخیل محقق ساخته استفاده شد. مداخلات آموزشی به صورت 16 جلسه 60 دقیقه ای بر روی گروه آزمایش به صورت گروهی انجام شد. در صورتی که گروه کنترل هیچ گونه مداخله ای دریافت نکردند. داده ها با استفاده از تحلیل کوواریانس تک متغیری با کنترل اثر پیش آزمون تحلیل شدند. یافته ها: نتایج تحقیق نشان داد که تفاوت معنی داری بین دو گروه کنترل و تجربی در متغیرهای تخیل و مشارکت در بازی وجود داشت (001/0p <). همچنین آموزش کارکردهای اجرایی بر تخیل و مشارکت در گروه تجربی اثر معنی داری داشت (001/0p <). نتیجه گیری: به نظر می رسد که آموزش کارکرد های اجرایی موجب بهبود تخیل و مشارکت در بازی کودکان مبتلا به اتیسم می شود و به عنوان یک مداخله آموزشی به منظور ارتقا مهارت های ارتباطی در کودکان اتیسم موثر است.

کلیدواژه‌ها

عنوان مقاله [English]

The effectiveness of executive function training on the imagination and play participation in children with autism

نویسندگان [English]

  • Forouzan Chizary 1
  • Nemat Sotodeh Asl 2
  • shahrokh makvand hosseini 3
  • Parviz Sabahi 4
1 PhD Student, Department of Educational psychology, Faculty of Humanities, Semnan Branch, Islamic Azad University, Semnan, Iran
2 Associate Professor, Department of Psychology, Faculty of Humanities, Islamic Azad University, Semnan, Iran
3 Department of Clinical Psychology, Faculty of Psychology and Educational Sciences, Semnan University, Semnan, Iran
4 Assistant Professor, Department of Psychology, Faculty of Psychology &amp; Educational Science, Semnan University, Semnan, Iran
چکیده [English]

Introduction: Today, executive dysfunction is one of the characteristics of autism spectrum disorder. Therefore, the aim of this study was to investigate the effectiveness of executive function training on the imagination and participation in play of children with autism. Method: The research method was quasi-experimental. The statistical population included all children aged 7 to 12 years with autism referred to Omid Speech and Occupational Therapy Clinic in Semnan. Twenty girls with autism were selected by convenience sampling method and randomly assigned to two experimental and control groups, each assigned to 10 people. In conducting this research, Gersham and Elliott (1990) social skills questionnaire, teacher form and researcher-made imagination checklist were used. Educational interventions were performed in 16 sessions of 60 minutes on the experimental group. If the control group did not receive any intervention. Data were analyzed using univariate analysis of covariance with control of pretest effect. Results: The results showed that there was a significant difference between the control and experimental groups in the variables of imagination and participation in the game (p <0.001). Also, training in executive functions had a significant effect on imagination and participation in the experimental group (p <0.001). Conclusion: It seems that teaching executive functions improves the imagination and participation in play of children with autism and is effective as an educational intervention to improve communication skills in children with autism.

کلیدواژه‌ها [English]

  • Autism
  • Imagination
  • Participation in play
  • Training in executive functions

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مجله دانشکده پزشکی دانشگاه علوم پزشکی مشهد
دوره 63، شماره 3
مرداد و شهریور 1399
صفحه 2428-2437

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