Volume 13, Issue 3 (12-2015)
RBS 2015, 13(3): 496-508 |
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گشول م, يارياي ف, حسني ج. Directed interaction between Autism Students with peers and teachers in ordinary schools: Reducing the impairment in social and communication skills in single subject Research. RBS 2015; 13 (3) :496-508
URL: http://rbs.mui.ac.ir/article-1-422-en.html
URL: http://rbs.mui.ac.ir/article-1-422-en.html
1- دانشجوي کارشناسي ارشد روان‌شناسي عمومي، دانشگاه خوارزمي تهران، و سرمربي مرکز اوتيسم اصفهان، اصفهان، ايران
2- استاديار، دانشکده‌ي روان‌شناسي و علوم تربيتي دانشگاه خوارزمي تهران، تهران، ايران
3- دانشيار دانشکده‌ي روان‌شناسي و علوم تربيتي دانشگاه خوارزمي تهران، تهران، ايران
2- استاديار، دانشکده‌ي روان‌شناسي و علوم تربيتي دانشگاه خوارزمي تهران، تهران، ايران
3- دانشيار دانشکده‌ي روان‌شناسي و علوم تربيتي دانشگاه خوارزمي تهران، تهران، ايران
Abstract: (2664 Views)
Abstract Introduction: Autism is a neurodevelopmental disorder comprised of deficits in communication and social skills and the occurring of rituals and stereotypies. The purpose of this study was to assess effectiveness of Directed interaction between Students with high-functioning autism with peers and teachers in ordinary schools on reduction of the impairment in social skills, communication skills and stereotypical behavior of these students. Method: During a single subject design By Mark A-B Along with the 3-months follow-up, Three Participants (one child and two adolescences) selected through convenient sampling among 16 student of Esfahan Autism Center. These students went to school with Coach. GARS test was used for measurement of effectiveness of Intervention. Wineland Social Maturity Scale, Autism Spectrum Disorder Diagnostic test, and Autism Spectrum Disorder-Comorbid test was used for description of Participants. Intervention was performed 14 weeks in one elementary school, one secondary school and one vocational school. Results: Data analysis using 3 effective sizes Consists of percentage of non-overlapping data as the main effects, Percent recovery, and percentage scores decreased as Minor effect size. Visual analysis that using Excel and paint software charts, Showed that percentage of non-overlapping data For social communication 3 participants was 0/75, 0/75, 0/50 and 0/100, 0/100. 0/75 for Social Skills defect and 0/25,0/50 and 0/0 for stereotypical behavior. Conclusion: It seems that Directed interaction between Autism's student with peers and teachers in ordinary schools is effective on reducing the impairment of social skills and communication skills. It is recommended that further research to be conducted using the observation method to assess the effectiveness of directed interaction for autistic students.
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