پنجشنبه 1 آذر 1403
[Archive]
دوره 5، شماره 4 - ( Autumn 2017-- 1396 )
جلد 5 شماره 4 صفحات 262-251 |
برگشت به فهرست نسخه ها
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Hossein Khanzadeh A A, Imankhah F. The Effect of Music Therapy Along With Play Therapy on Social Behaviors and Stereotyped Behaviors of Children With Autism. PCP 2017; 5 (4) :251-262
URL: http://jpcp.uswr.ac.ir/article-1-355-fa.html
URL: http://jpcp.uswr.ac.ir/article-1-355-fa.html
حسین خانزاده عباسعلی، ایمن خواه فهیمه. The Effect of Music Therapy Along With Play Therapy on Social Behaviors and Stereotyped Behaviors of Children With Autism. Practice in Clinical Psychology. 1396; 5 (4) :251-262
1- ، abbaskhanzade@gmail.com
چکیده: (13495 مشاهده)
Objective: In this study, we aimed to investigate the effect of Music Therapy (MT) along with Play Therapy (PT) on increasing appropriate Social Behaviors (SBs) and decreasing inappropriate stereotyped behaviors of children with autism.
Methods: This is an experimental study, and we used pre-test and post-test control group design to analyze the data. The study sample included 30 children with autism between the ages of 6 and 12 years who were randomly selected and assigned into experimental and control groups. To collect data, the Autism Assessment Quotient, Teacher Assessment of Social Behavior Questionnaire, and Gilliam’s Autism Rating Subscale were used. In this study, the experimental group underwent a total of 15 sessions of training with MT along with PT for a period of 7 weeks, whereas the control group did not receive such training.
Results: Analysis of covariance (ANCOVA) showed that training with MT along with PT increased pro-social subscales (P=0.001) and decreased shyness/withdrawal subscales (P=0.001) and that stereotyped behaviors in children with autism decreased (P=0.01).
Conclusion: MT along with PT increased appropriate SBs and decreased inappropriate stereotyped behaviors of children with autism. Therefore, we can conclude that strengthening MT and PT skills should be considered one of the basic axes for professionals and educators in training and curing children with autism.
Methods: This is an experimental study, and we used pre-test and post-test control group design to analyze the data. The study sample included 30 children with autism between the ages of 6 and 12 years who were randomly selected and assigned into experimental and control groups. To collect data, the Autism Assessment Quotient, Teacher Assessment of Social Behavior Questionnaire, and Gilliam’s Autism Rating Subscale were used. In this study, the experimental group underwent a total of 15 sessions of training with MT along with PT for a period of 7 weeks, whereas the control group did not receive such training.
Results: Analysis of covariance (ANCOVA) showed that training with MT along with PT increased pro-social subscales (P=0.001) and decreased shyness/withdrawal subscales (P=0.001) and that stereotyped behaviors in children with autism decreased (P=0.01).
Conclusion: MT along with PT increased appropriate SBs and decreased inappropriate stereotyped behaviors of children with autism. Therefore, we can conclude that strengthening MT and PT skills should be considered one of the basic axes for professionals and educators in training and curing children with autism.
فهرست منابع
1. Ahmadi, J., Safari, T., Hemmatiyan, M., & Kalili, Z. (2011). [Psychometric properties of the diagnostic test of autism (Persian)]. Isfahan: Jahad-e Daneshgahi.
2. American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (DSM-5®). Arlington: American Psychiatric Pub. [DOI:10.1176/appi.books.9780890425596]
3. Auyeung, B., Baron Cohen, S., Wheelwright, S., & Allison, C. (2008). The autism spectrum quotient: Children's version (AQ-Child). Journal of Autism and Developmental Disorders, 38(7), 1230-40. doi: 10.1007/s10803-007-0504-z [DOI:10.1007/s10803-007-0504-z]
4. Cassidy, J., & Asher, S. R. (1992). Loneliness and peer relations in young children. Child Development, 63(2), 350-65. doi: 10.2307/1131484 [DOI:10.2307/1131484]
5. Cervantes, P. E., Matson, J. L., Williams, L. W., & Jang, J. (2014). The effect of cognitive skills and autism spectrum disorder on stereotyped behaviors in infants and toddlers. Research in Autism Spectrum Disorders, 8(5), 502-8. doi: 10.1016/j.rasd.2014.01.008 [DOI:10.1016/j.rasd.2014.01.008]
6. Chevallier, C., Kohls, G., Troiani, V., Brodkin, E. S., & Schultz, R. T. (2012). The social motivation theory of autism. Trends in Cognitive Sciences, 16(4), 231-9. doi: 10.1016/j.tics.2012.02.007 [DOI:10.1016/j.tics.2012.02.007]
7. Choi, A. N., Lee, M. S., & Lee, J. S. (2010). Group music intervention reduces aggression and improves self esteem in children with highly aggressive behavior: A pilot controlled trial. Evidence Based Complementary and Alternative Medicine, 7(2), 213-17. doi: 10.1093/ecam/nem182 [DOI:10.1093/ecam/nem182]
8. Delavar, A. (2016). [Theoretical and practical research in the humanities and social sciences (Persian)]. Tehran: Roshd Pub.
9. Geretsegger, M., Elefant, C., Mössler, K. A., & Gold, C. (2014). Music therapy for people with autism spectrum disorder. Cochrane Database of Systematic Reviews. doi: 10.1002/14651858.cd004381.pub3 [DOI:10.1002/14651858.CD004381.pub3]
10. Geretsegger, M., Holck, U., & Gold, C. (2012). Randomised controlled trial of improvisational music therapy's effectiveness for children with autism spectrum disorders (TIME-A): Study protocol. BMC Pediatrics, 12(1), 2. doi: 10.1186/1471-2431-12-2 [DOI:10.1186/1471-2431-12-2]
11. Gilley, C., & Ringdahl, J. E. (2014). The effects of item preference and token reinforcement on sharing behavior exhibited by children with autism spectrum disorder. Research in Autism Spectrum Disorders, 8(11), 1425–33. doi: 10.1016/j.rasd.2014.07.010 [DOI:10.1016/j.rasd.2014.07.010]
12. Gilliam, J. E. (1995). Gilliam autism rating scale: Examiner's manual. Austin, Texas: Proed.
13. Gooding, L. F. (2011). The effect of a music therapy social skills training program on improving social competence in children and adolescents with social skills deficits. Journal of Music Therapy, 48(4), 440-62. doi: 10.1093/jmt/48.4.440 [DOI:10.1093/jmt/48.4.440]
14. Groß, W., Linden, U., & Ostermann, T. (2010). Effects of music therapy in the treatment of children with delayed speech development results of a pilot study. BMC Complementary and Alternative Medicine, 10(1), 39. doi: 10.1186/1472-6882-10-39 [DOI:10.1186/1472-6882-10-39]
15. Guillon, Q., Hadjikhani, N., Baduel, S., & Rogé, B. (2014). Visual social attention in autism spectrum disorder: Insights from eye tracking studies. Neuroscience & Biobehavioral Reviews, 42, 279-97. doi: 10.1016/j.neubiorev.2014.03.013 [DOI:10.1016/j.neubiorev.2014.03.013]
16. Gutman, S. A., Raphael Greenfield, E. I., Carlson, N., Friedman, R., & Iger, A. (2012). Enhancing social skills in adolescents with high functioning autism using motor based role play intervention. The Open Journal of Occupational Therapy, 1(1), 4. doi: 10.15453/2168-6408.1019 [DOI:10.15453/2168-6408.1019]
17. Hillman, J. (2007). Grandparents of children with autism: A review with recommendations for education, practice, and policy. Educational Gerontology, 33(6), 513–27. doi:10.1080/03601270701328425 [DOI:10.1080/03601270701328425]
18. Hoogenhout, M., & Malcolm Smith, S. (2014). Theory of mind in autism spectrum disorder: does DSM classification predict development. Research in Autism Spectrum Disorders, 8(6), 597-607. doi: 10.1016/j.rasd.2014.02.005 [DOI:10.1016/j.rasd.2014.02.005]
19. Huang, J. P., Cui, S. S., Yu, H. A. N., Hertz-Picciotto, I. R. V. A., Qi, L. H., & Zhang, X. (2014). Prevalence and early signs of autism spectrum disorder (ASD) among 18–36 month old children in Tianjin of China. Biomedical and Environmental Sciences, 27(6), 453-461. [PMID]
20. James, R., Sigafoos, J., Green, V. A., Lancioni, G. E., O'Reilly, M. F., Lang, R., et al. (2015). Music therapy for individuals with autism spectrum disorder: A systematic review. Review Journal of Autism and Developmental Disorders, 2(1), 39-54. doi: 10.1007/s40489-014-0035-4 [DOI:10.1007/s40489-014-0035-4]
21. King, B. H., Hollander, E., Sikich, L., McCracken, J. T., Scahill, L., Bregman, J. D., et al. (2009). Lack of efficacy of citalopram in children with autism spectrum disorders and high levels of repetitive behavior: Citalopram ineffective in children with autism. Archives of General Psychiatry, 66(6), 583-90. doi: 10.1001/archgenpsychiatry.2009.30 [DOI:10.1001/archgenpsychiatry.2009.30]
22. Koegel, L. K., Singh, A. K., & Koegel, R. L. (2010). Improving motivation for academics in children with autism. Journal of Autism and Developmental Disorders, 40(9), 1057-66. doi: 10.1007/s10803-010-0962-6 [DOI:10.1007/s10803-010-0962-6]
23. Koegel, R. L., Dyer, K., & Bell, L. K. (1987). The influence of child preferred activities on autistic children's social behavior. Journal of Applied Behavior Analysis, 20(3), 243-52. doi: 10.1901/jaba.1987.20-243 [DOI:10.1901/jaba.1987.20-243]
24. Koegel, R. L., Firestone, P. B., Kramme, K. W., & Dunlap, G. (1974). Increasing spontaneous play by suppressing self stimulation in autistic children. Journal of Applied Behavior Analysis, 7(4), 521-8. doi: 10.1901/jaba.1974.7-521 [DOI:10.1901/jaba.1974.7-521]
25. Lang, R., Machalicek, W., Rispoli, M., O'Reilly, M., Sigafoos, J., Lancioni, G., et al. (2014). Play skills taught via behavioral intervention generalize, maintain, and persist in the absence of socially mediated reinforcement in children with autism. Research in Autism Spectrum Disorders, 8(7), 860-72. doi: 10.1016/j.rasd.2014.04.007 [DOI:10.1016/j.rasd.2014.04.007]
26. Lang, R., O'Reilly, M., Sigafoos, J., Lancioni, G. E., Machalicek, W., Rispoli, M., et al. (2009). Enhancing the effectiveness of a play intervention by abolishing the reinforcing value of stereotypy: A pilot study. Journal of Applied Behavior Analysis, 42(4), 889-94. doi: 10.1901/jaba.2009.42-889 [DOI:10.1901/jaba.2009.42-889]
27. Lang, R., O'Reilly, M., Sigafoos, J., Machalicek, W., Rispoli, M., Lancioni, G. E., et al. (2010). The effects of an abolishing operation intervention component on play skills, challenging behavior, and stereotypy. Behavior Modification, 34(4), 267-89. doi: 10.1177/0145445510370713 [DOI:10.1177/0145445510370713]
28. Lang, R., Regester, A., Rispoli, M., Pimentel, S., & Camargo, H. (2010). Rehabilitation issues in autism spectrum disorders. Developmental Neurorehabilitation, 13(3), 153–5. doi: 10.3109/17518421003607597 [DOI:10.3109/17518421003607597]
29. Lanovaz, M. J., Fletcher, S. E., & Rapp, J. T. (2009). Identifying stimuli that alter immediate and subsequent levels of vocal stereotypy: A further analysis of functionally matched stimulation. Behavior Modification, 33(5), 682-704. doi: 10.1177/0145445509344972 [DOI:10.1177/0145445509344972]
30. Lanovaz, M. J., Rapp, J. T., & Ferguson, S. (2012). The utility of assessing musical preference before implementation of noncontingent music to reduce vocal stereotypy. Journal of Applied Behavior Analysis, 45(4), 845-51. doi: 10.1901/jaba.2012.45-845
31. Lanovaz, M. J., Sladeczek, I. E., & Rapp, J. T. (2011). Effects of music on vocal stereotypy in children with autism. Journal of Applied Behavior Analysis, 44(3), 647-51. doi: 10.1901/jaba.2011.44-647 [DOI:10.1901/jaba.2011.44-647]
32. Lim, H. A. (2010). Effect of developmental speech and language training through music on speech production in children with autism spectrum disorders. Journal of Music Therapy, 47(1), 2–26. doi: 10.1093/jmt/47.1.2 [DOI:10.1093/jmt/47.1.2]
33. Lima, D., & Castro, T. (2012). Music spectrum: A music immersion virtual environment for children with autism. Procedia Computer Science, 14, 111-18. doi: 10.1016/j.procs.2012.10.013 [DOI:10.1016/j.procs.2012.10.013]
34. Lu, L., Petersen, F., Lacroix, L., & Rousseau, C. (2010). Stimulating creative play in children with autism through sandplay. The Arts in Psychotherapy, 37(1), 56–64. doi: 10.1016/j.aip.2009.09.003 [DOI:10.1016/j.aip.2009.09.003]
35. Lundqvist, L. O., Andersson, G., & Viding, J. (2009). Effects of vibroacoustic music on challenging behaviors in individuals with autism and developmental disabilities. Research in Autism Spectrum Disorders, 3(2), 390–400. doi: 10.1016/j.rasd.2008.08.005 [DOI:10.1016/j.rasd.2008.08.005]
36. Martinez, C. K., & Betz, A. M. (2013). Response interruption and redirection: Current research trends and clinical application. Journal of Applied Behavior Analysis, 46(2), 549–54. doi: 10.1002/jaba.38 [DOI:10.1002/jaba.38]
37. Mateos Moreno, D., & Atencia Do-a, L. (2013). Effect of a combined dance/movement and music therapy on young adults diagnosed with severe autism. The Arts in Psychotherapy, 40(5), 465–72. doi: 10.1016/j.aip.2013.09.004 [DOI:10.1016/j.aip.2013.09.004]
38. Matson, J. L., Kiely, S. L., & Bamburg, J. W. (1997). The effect of stereotypies on adaptive skills as assessed with the DASH-II and Vineland Adaptive Behavior Scales. Research in Developmental Disabilities, 18(6), 471–6. doi: 10.1016/s0891-4222(97)00023-1 [DOI:10.1016/S0891-4222(97)00023-1]
39. Moy, S. S., Riddick, N. V., Nikolova, V. D., Teng, B. L., Agster, K. L., Nonneman, R. J., et al. (2014). Repetitive behavior profile and supersensitivity to amphetamine in the C58/J mouse model of autism. Behavioural Brain Research, 259, 200–14. doi: 10.1016/j.bbr.2013.10.052 [DOI:10.1016/j.bbr.2013.10.052]
40. Muehlmann, A. M., Bliznyuk, N., Duerr, I., & Lewis, M. H. (2015). Repetitive motor behavior: Further characterization of development and temporal dynamics. Developmental Psychobiology, 57(2), 201–11. doi: 10.1002/dev.21279
41. Murray, C., & Healy, O. (2015). An examination of response variability in children with autism and the relationship to restricted repetitive behavior subtypes. Research in Autism Spectrum Disorders, 11, 13–9. doi: 10.1016/j.rasd.2014.11.012
https://doi.org/10.1016/j.rasd.2014.11.012 [DOI:10.1002/dev.21279]
41. Nader Grosbois, N., & Day, J. M. (2011). Emotional cognition: Theory of mind and face recognition. In J. L. Matson, & P. Sturmey (Eds.), International Handbook of Autism and Pervasive Developmental Disorders (pp. 127–57). New York: Springer. doi: 10.1007/978-1-4419-8065-6_9 [DOI:10.1007/978-1-4419-8065-6_9]
42. Nejatisafa, A, Kazemi, M., & Alaghbandrad, J. (2003). [Autistic traits in the adult population: Evidence for autism continuum hypothesis (Persian)]. Advances in Cognitive Science, 5, 34-9.
43. Nelson, D. L., Anderson, V. G., & Gonzales, A. D. (1984). Music activities as therapy for children with autism and other pervasive developmental disorders. Journal of Music Therapy, 21(3), 100–16. doi: 10.1093/jmt/21.3.100 [DOI:10.1093/jmt/21.3.100]
44. O'Reilly, M. F., Sorrells, A., Gainey, S., Sigafoos, J., Lancioni, G. E., Lang, R., et al. (2014). Naturalistic approaches to social skills training and development. In J. K. Luisell (Ed.), Children and Youth with Autism Spectrum Disorder (pp. 90–100). New York: Oxford University Press. doi: 10.1093/med:psych/9780199941575.003.0006 [DOI:10.1093/med:psych/9780199941575.003.0006]
45. Ostavi, E., Hossein Khanzadeh, A., Khosrojavid, M., & Mousavi, V. A. (2015). [Effect of befriending skills training on increasing social behaviors in children with autism (Persian)]. Middle Eastern Journal of Disability Studies, 5 :298-306
46. Pasiali, V., La Gasse, A. B., & Penn, S. L. (2014). The effect of musical attention control training (MACT) on attention skills of adolescents with neurodevelopmental delays: A pilot study. Journal of Music Therapy, 51(4), 333–54. doi: 10.1093/jmt/thu030 [DOI:10.1093/jmt/thu030]
47. Petrus, C., Adamson, S. R., Block, L., Einarson, S. J., Sharifnejad, M., & Harris, S. R. (2008). Effects of exercise interventions on stereotypic behaviours in children with autism spectrum disorder. Physiotherapy Canada, 60(2), 134–45. doi: 10.3138/physio.60.2.134 [DOI:10.3138/physio.60.2.134]
48. Prizant, B. M., Wetherby, A. M., Rubin, E., Laurent, A. C., & Rydell, P. J. (2006). The SCERTS model: Volume I: Assessment; Volume II: Program planning and intervention. Baltimore: Paul H Brookes Publishing Company.
49. Rapp, J. T. (2007). Further evaluation of methods to identify matched stimulation. Journal of Applied Behavior Analysis, 40(1), 73–88. doi: 10.1901/jaba.2007.142-05 [DOI:10.1901/jaba.2007.142-05]
50. Reschke Hernandez, A. E. (2011). History of music therapy treatment interventions for children with autism. Journal of Music Therapy, 48(2), 169–207. doi: 10.1093/jmt/48.2.169 [DOI:10.1093/jmt/48.2.169]
51. Rodrigues, F. P. H., Sei, M. B., & Arruda, S. L. S. (2013). [Play therapy with a child with Asperger Syndrome: A case study (French)]. Paidéia (Ribeirão Preto), 23(54), 121–7. doi: 10.1590/1982-43272354201314 [DOI:10.1590/1982-43272354201314]
52. Rodrigues, J. L., Gonçalves, N., Costa, S., & Soares, F. (2013). Stereotyped movement recognition in children with ASD. Sensors and Actuators A: Physical, 202, 162–9. doi: 10.1016/j.sna.2013.04.019 [DOI:10.1016/j.sna.2013.04.019]
53. Rogers, S, J., Cook, I., & Merry, A. (2005). Imitation and play with autism. In F. R. Volkmar., R. Paul., A. Klin, & D. Cohen (Eds.), Handbook of autism and pervasive developmental disorders (pp. 382–405). Hoboken: Wiley. doi: 10.1002/9780470939345.ch14 [DOI:10.1002/9780470939345.ch14]
54. Samadi, S. A., Mahmoodizadeh, A., & McConkey, R. (2011). A national study of the prevalence of autism among five-year-old children in Iran. Autism, 16(1), 5–14. doi:10.1177/1362361311407091 [DOI:10.1177/1362361311407091]
55. Sanrattana, U., Maneerat, T., & Srevisate, K. (2014). Social skills deficits of students with autism in inclusive schools. Procedia - Social and Behavioral Sciences, 116, 509–12. doi: 10.1016/j.sbspro.2014.01.249 [DOI:10.1016/j.sbspro.2014.01.249]
56. Saylor, S., Sidener, T. M., Reeve, S. A., Fetherston, A., & Progar, P. R., (2012). Effects of three types of noncontingent auditory stimulation on vocal stereotypy in children with autism. Journal of Applied Behavior Analysis, 45(1), 185–90. doi: 10.1901/jaba.2012.45-185 [DOI:10.1901/jaba.2012.45-185]
57. Schwartzberg, E. T., & Silverman, M. J. (2013). Effects of music based social stories on comprehension and generalization of social skills in children with autism spectrum disorders: A randomized effectiveness study. The Arts in Psychotherapy, 40(3), 331–37. doi: 10.1016/j.aip.2013.06.001 [DOI:10.1016/j.aip.2013.06.001]
58. Schweizer, C., Knorth, E. J., & Spreen, M. (2014). Art therapy with children with Autism Spectrum Disorders: A review of clinical case descriptions on "what works." The Arts in Psychotherapy, 41(5), 577–93. doi: 10.1016/j.aip.2014.10.009 [DOI:10.1016/j.aip.2014.10.009]
59. See, C. M. (2012). The use of music and movement therapy to modify behaviour of children with autism. Pertanika Journal of Social Sciences & Humanities, 20(4), 1103–4.
60. Shuvarikov, A., Campbell, I. M., Dittwald, P., Neill, N. J., Bialer, M. G., Moore, C., et al. (2013). Recurrent HERVH mediated 3q13.2-q13.31 deletions cause a syndrome of hypotonia and motor, language, and cognitive delays. Human Mutation, 34(10), 1415–23. doi: 10.1002/humu.22384 [DOI:10.1002/humu.22384]
61. Simpson, K., & Keen, D. (2011). Music interventions for children with autism: Narrative review of the literature. Journal of Autism and Developmental Disorders, 41(11), 1507-14. doi: 10.1007/s10803-010-1172-y [DOI:10.1007/s10803-010-1172-y]
62. Simpson, K., Keen, D., & Lamb, J. (2013). The use of music to engage children with autism in a receptive labelling task. Research in Autism Spectrum Disorders, 7(12), 1489-96. doi: 10.1016/j.rasd.2013.08.013 [DOI:10.1016/j.rasd.2013.08.013]
63. Solomon, R., Van Egeren, L. A., Mahoney, G., Huber, M. S. Q., & Zimmerman, P. (2014). Play project home consultation intervention program for young children with autism spectrum disorders: A randomized controlled trial. Journal of Developmental and Behavioral Pediatrics, 35(8), 475-85. doi: 10.1097/dbp.0000000000000096 [DOI:10.1097/DBP.0000000000000096]
64. Staal, W. G. (2015). Autism, DRD3 and repetitive and stereotyped behavior, an overview of the current knowledge. European Neuropsychopharmacology, 25(9), 1421-6. doi: 0.1016/j.euroneuro.2014.08.011 [DOI:10.1016/j.euroneuro.2014.08.011] [PMID]
65. Szabó, M. K. (2014). Patterns of play activities in autism and typical development: A case study. Procedia - Social and Behavioral Sciences, 140, 630–7. doi: 10.1016/j.sbspro.2014.04.483 [DOI:10.1016/j.sbspro.2014.04.483]
66. Thompson, G. A., McFerran, K. S., & Gold, C. (2013). Family centred music therapy to promote social engagement in young children with severe autism spectrum disorder: A randomized controlled study. Child: Care, Health and Development, 40(6), 840–52. doi: 10.1111/cch.12121 [DOI:10.1111/cch.12121]
67. Tullis, C. A., Cannella Malone, H. I., & Payne, D. O. (2014). Literature review of Interventions for between task transitioning for individuals with intellectual and developmental disabilities including autism spectrum disorders. Review Journal of Autism and Developmental Disorders, 2(1), 91–102. doi: 10.1007/s40489-014-0039-0 [DOI:10.1007/s40489-014-0039-0]
68. Urbano, M., Okwara, L., Manser, P., Hartmann, K., Herndon, A., & Deutsch, S. I. (2014). A trial of D-cycloserine to treat stereotypies in older adolescents and young adults with autism spectrum disorder. Clinical Neuropharmacology, 37(3), 69–72. doi: 10.1097/wnf.0000000000000033 [DOI:10.1097/WNF.0000000000000033]
69. Walworth, D. D. (2010). Effect of live music therapy for patients undergoing magnetic resonance imaging. Journal of Music Therapy, 47(4), 335-350. doi: 10.1093/jmt/47.4.335 [DOI:10.1093/jmt/47.4.335]
70. Wang, C., Shang, S., & Wei, X. (2010). Clinical observation electroacupuncture in combination with behavior therapy on child autism. Journal of Acupuncture and Tuina Science, 8, 230–2. [DOI:10.1007/s11726-010-0414-z]
71. Whipple, J. (2012). Music therapy as an effective treatment with Autism Spectrum Disorders in early childhood: A metaanalysis. In P. Kern, & M. Humpale (Eds.), Early Childhood Music Therapy and Autism Spectrum Disorders: Developing Potential in Young Children and Their Families (pp. 59-76). London: Jessica Kingsley.
72. Wieder, S. (2012). Foreword. In L., Gallo Lopez, & L. C., Rubin (Eds.), Play based interventions for children and adolescents with autism spectrum disorders (pp. xi-xiv). London: Routledge.
73. Wiśniowiecka Kowalnik, B., Kastory Bronowska, M., Bartnik, M., Derwińska, K., Dymczak Domini, W., Szumbarska, D., et al. (2012). Application of custom designed oligonucleotide array CGH in 145 patients with autistic spectrum disorders. European Journal of Human Genetics, 21(6), 620–5. doi: 10.1038/ejhg.2012.219 [DOI:10.1038/ejhg.2012.219]
74. Xu, X. J., Zhang, H. F., Shou, X. J., Li, J., Jing, W. L., Zhou, Y., et al. (2015). Prenatal hyperandrogenic environment induced autistic like behavior in rat offspring. Physiology & Behavior, 138, 13-20. doi: 10.1016/j.physbeh.2014.09.014 [DOI:10.1016/j.physbeh.2014.09.014]
75. Yakos, J. (2014). Social. In D. Granpeesheh, J. Tarbox, A. Najdowski, & J. Kornak (Eds.), Evidence Based Treatment for Children with Autism (pp. 287-315). United States: Elsevier. doi: 10.1016/b978-0-12-411603-0.00016-1 [DOI:10.1016/B978-0-12-411603-0.00016-1]
76. Yates, K., & Le Couteur, A. (2016). Diagnosing autism/autism spectrum disorders. Paediatrics and Child Health, 26(12), 513–518. doi:10.1016/j.paed.2016.08.004 [DOI:10.1016/j.paed.2016.08.004]
| بازنشر اطلاعات | |
 |
این مقاله تحت شرایط Creative Commons Attribution-NonCommercial 4.0 International License قابل بازنشر است. |
