پنجشنبه 8 آذر 1403
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دوره 9، شماره 1 - ( 10-1399 )
جلد 9 شماره 1 صفحات 18-9 |
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Rahimi Pordanjani S. Effectiveness of Drama Therapy on Social Skills of Autistic Children. PCP 2021; 9 (1) :9-18
URL: http://jpcp.uswr.ac.ir/article-1-701-fa.html
URL: http://jpcp.uswr.ac.ir/article-1-701-fa.html
Effectiveness of Drama Therapy on Social Skills of Autistic Children. Practice in Clinical Psychology. 1399; 9 (1) :9-18
چکیده: (4354 مشاهده)
Objective: Autism spectrum disorder severely damages children’s social skills, cognitive functions, and emotional self-regulation. This study aimed to determine the effectiveness of drama therapy on the social skills of children with high-functioning autism.
Methods: The research design was experimental with a pre-test, post-test and a control group. The statistical population included 120 children with high-functioning autism in special education centers in Isfahan City, Iran. For this purpose, 40 children with high-functioning autism disorder were randomly selected by purposive sampling method and using Morgan’s table. Then, they were assigned to the experimental and control groups. The experimental group received a drama therapy program, and the control group was placed on a waiting list. The children’s instructors completed the Matson social skills questionnaire at pre-test, post-test, and follow-up three months later.
Results: Analysis of the results using repeated measures analysis of variance showed that the drama therapy was effective on the participants’ social skills in the experimental group (P<0.05).
Conclusion: Drama therapy will improve their social skills and performance in this field. Therefore, this study’s findings might be helpful as practical strategies for practitioners in the field of autism.
Methods: The research design was experimental with a pre-test, post-test and a control group. The statistical population included 120 children with high-functioning autism in special education centers in Isfahan City, Iran. For this purpose, 40 children with high-functioning autism disorder were randomly selected by purposive sampling method and using Morgan’s table. Then, they were assigned to the experimental and control groups. The experimental group received a drama therapy program, and the control group was placed on a waiting list. The children’s instructors completed the Matson social skills questionnaire at pre-test, post-test, and follow-up three months later.
Results: Analysis of the results using repeated measures analysis of variance showed that the drama therapy was effective on the participants’ social skills in the experimental group (P<0.05).
Conclusion: Drama therapy will improve their social skills and performance in this field. Therefore, this study’s findings might be helpful as practical strategies for practitioners in the field of autism.
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