اثربخشی آموزش مبتنی بر نظریه ذهن و روش تیچ بر سطح مهارت‌های ارتباطی و تعامل اجتماعی در کودکان طیف اتیسم

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکترا،گروه روانشناسی عمومی، واحد اهواز، دانشگاه آزاد اسلامی، اهواز، ایران.

2 دانشیار گروه روان شناسی ، واحد اهواز ، دانشگاه آزاد اسلامی، اهواز ، ایران .

3 دانشیار گروه روانشناسی، واحد اهواز، دانشگاه آزاد اسلامی، اهواز، ایران.

4 دانشیار گروه روانشناسی، واحد اهواز، دانشگاه آزاد اسلامی، اهواز، ایران

چکیده

مقدمه: در زمینه درمان مشکلات ارتباطی و تعامل اجتماعی کودکان اتیسم، درمان قطعی وجود ندارد امّا راه­های گوناگونی برای کاهش مشکلات در زمینه­های اجتماعی، ارتباطی و رفتاری وجود دارد. پژوهش حاضر با هدف تعیین اثربخشی آموزش مبتنی بر نظریه ذهن و روش تیچ بر بهبود مهارت‌های ارتباطی و تعامل اجتماعی کودکان طیف اتیسم انجام پذیرفت.
روش کار: روش پژوهش از نوع شبه آزمایشی (پیش­آزمون – پس­آزمون و کنترل) است.جامعه آماری پژوهش شامل تمامی کودکان طیف اتیسم استان بوشهر در سال 1397 بود. نمونه توسط روش نمونه‌گیری در دسترس انتخاب شدند و 45 آزمودنی به‌صورت تصادفی در دو گروه آزمایش و یک گروه گواه قرار گرفتند (هر گروه 15 نفر). در این پژوهش از مولفه­های مقیاس­ درجه‌بندی اتیسم گیلیام (گیلیام، 1995) استفاده شد. داده‌های به‌دست‌آمده با استفاده از نرم‌افزار SPSS-20 و آزمون تحلیل کوواریانس چندمتغیری مورد تجزیه‌وتحلیل قرار گرفت.
نتایج: نتایج تحلیل داده‌ها نشان داد که اثربخشی آموزش مبتنی بر نظریه ذهن بر بهبود مهارت‌های ارتباطی (29/34= F، 001/0P≤) و تعامل اجتماعی (21/92= F، 001/0P≤) کودکان مؤثر بود. همچنین اثربخشی روش تیچ نیز بر بهبود مهارت­های ارتباطی (01/25= F، 001/0P≤) و تعامل اجتماعی (21/92= F، 001/0P≤) کودکان مؤثر بود و بین دو گروه آزمایشی تفاوت معناداری وجود نداشت.
نتیجه‌گیری: روش تیچ و نظریه ذهن می­توانند بر بهبود تعامل اجتماعی کودکان طیف اتیسم موثر باشند. پیشنهاد می­شود جهت افزایش سطح تعاملات اجتماعی کودکان از نظریه ذهن و روش تیچ بیشتر از پیش استفاده شود.

کلیدواژه‌ها


عنوان مقاله [English]

The Effectiveness of Training based on Theory of Mind and TEACCH Method on the Level of Communication Skills and Social Interactions in Children with Autism Spectrometry

نویسندگان [English]

  • Maryam Abshirini 1
  • Parviz Asgari 2
  • Alireza Heydari 3
  • Farah Naderi 4
1 PhD Student, Department of General Psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran.
2 Assistant professor' of psychology,Department of Psychology, Ahwaz Branch, Islamic Azad University, Ahwaz, Iran
3 Associate Professor, Department of Psychology, Ahaz Branch, Islamic Azad University, Ahaz, Iran
4 Associate Professor, Department of Psychology, Ahaz Branch, Islamic Azad University, Ahaz, Iran
چکیده [English]

Introduction: The purpose of this study was to determine the effectiveness of Training based on mind theory and TEACCH's method on improving communication skills and social interaction of children with autism spectrum.
Methods: The research method is quasi-experimental (pre-test-post-test and control). The statistical population of the study consisted of all autistic children in Bushehr in 1397. Samples were selected by convenience sampling method and 45 subjects were randomly assigned into two experimental and one control groups. In this study, components of Giliam Autism Rating Scale (GARS) was used. Data were analyzed using SPSS-20 software and covariance analysis.
Results: The results of the data analysis showed that the effectiveness based on the theory of mind was effective on improving communication skills (F = 34.29, P≤0.001) and social interaction (F = 92/21, P≤0.001). The effectiveness of TEACCH's method was also effective on improving communication skills (F = 25.01, P≤0.001) and social interaction (F = 92/21, P≤0.001), and there was no significant difference between the two experimental groups.
Conclusion: TEACCH's method and mind theory can be effective in improving the social interaction of children on the autism spectrum. It is suggested that in order to increase the level of social interactions in children, the theory of mind and the TEACCH's method be used more than before.

کلیدواژه‌ها [English]

  • Autism Spectrum Disorders
  • Communication Skills
  • Social Interactions
  • Theory of Mind training
  • TEACCH's Method
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