سه شنبه 13 آذر 1403
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دوره 5، شماره 4 - ( Autumn 2017-- 1396 )
جلد 5 شماره 4 صفحات 262-251 |
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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: (13535 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.
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