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.
سيد جعفر احمدي, مجتبي گشول, طيبه صفري, منصوره همتيان, زهرا خليلي, Volume 14, Issue 1 (11-2016)
Abstract
Aim and Background: The aim of this study was to investigate the effectiveness of the use of computers on learning prerequisite mathematical concepts and other cognitive concepts among children with autism. Methods and Materials: This was a quasi-experiment study with pretest and posttest and control group. The study population included 60 children with autism who were 6 to 14 years of age, and recieving training in the Isfahan Autism Center, Iran. From among them, 16 children were randomly selected and were matched based on the severity of their autistic symptoms. The subjects were randomly assigned to two control and experimental groups (n = 8). The participants in the experimental group received 6 months of intervention with the use of computers and applied behavior analysis (ABA) method. The control group only underwent the ABA. Subjects were evaluated in terms of comprehension of prerequisite mathematical and cognitive concepts using the researcher-made checklist. Data were analyzed using ANCOVA. Findings : A significant difference was observed between the two groups in terms of cognitive and prerequisite mathematical concepts (P = 0.009 and P = 0.001, respectively) in the posttest. Conclusions: It seems that the use of computers in combination with ABA method is effective in prerequisite mathematical and cognitive concepts learning among children with autism.
