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Showing 5 results for Autism Spectrum Disorder
Social Competence in Children with Learning and Autism Spectrum Disorders
Saeed Rezayi ,
Volume 1, Issue 4 (10-2013)
Abstract

Objective: The present study has been carried out to compare the social competence in two groups of students with Autism Disorder (AD) and Learning Disorders (LD).

Methods: This research was a kind of descriptive research with 2 comparative groups. 90 learning and Autistic disorder students aged 10 to 13 years (45 LD & 45 AD) were selected randomly as a statistical sample. For the assessment of social competence, Felner 4 dimensions Social Competence Test (SCT) has been used. This test has 47 Items with 4 subscales. The data were analyzed using T-test.

Results: The results revealed that social competence mean scores of learning disorder students were significantly higher than those of students with autism disorder (P<0.0005). In addition, the mean scores of girls were significantly more than that of boys in both groups.

Conclusion: Findings confirm that autistic students have not reached social competence, because of theory of mind and executive function impairments and students with learning disorder have poor social competence, because of impairment in social interpreting and poor academic achievements.


The Effect of Transdiagnostic Treatment on Mothers of Children with Autism Spectrum Disorder
Alireza Mohseni-Ezhiyeh, Mokhtar Malekpour, Amir Ghamarani,
Volume 4, Issue 3 (7-2016)
Abstract

Objective: The present study was conducted to investigate the effect of transdiagnostic treatments on worry and rumination of mothers of children with autism spectrum disorder (ASD). 
Methods: The study population included all mothers of children with ASD in Isfahan City. Among mothers of children with ASD, 40 individuals were selected from those who obtained the highest scores in worry and rumination (At least one SD higher than the mean scores of the group) and were randomly divided into control and experimental groups. To collect data, the Rumination Response Scale (RRS) and Penn State Worry Questionnaire (PSWQ) were used. The data were analyzed through multivariate analysis of covariance (MANCOVA) using SPSS-21. 
Results: The results indicated that the transdiagnostic treatment is effective on the rumination (F=26.91, df=1 and 36, P<0.001) and worry (F=10.86, df=1 and 36, P<0.002). 
Conclusion: Transdiagnostic treatment method can be an effective educational program for reducing emotional problems in mothers of children with ASD. 


The Effectiveness of Video Modeling on Social Skills of Children with Autism Spectrum Disorder
Mohammad Ashori, Seyedeh Somayeh Jalil-Abkenar,
Volume 7, Issue 3 (7-2019)
Abstract
Objective: The present study aimed at investigating the effectiveness of video modeling on social skills of children with Autism Spectrum Disorder (ASD).
Methods: The current experimental study with pre-test, post-test design and control group was conducted on 24 male children with ASD aged 6-8 years from two special schools. The samples were selected by random sampling method and randomly divided into experimental and control groups, each group consisted of 12 children. In the experimental group video modeling was used in 16 sessions, while the control group did not participate in this program. Gilliam Autism Rating Scale 2 (GARS-2) was used to diagnose ASD and Autism Social Skills Profile (ASSP) to assess social skills in children with ASD. The data were analyzed using multivariate analysis of covariance with SPSS V. 24.
Results: The obtained results showed that video modeling training had a positive and significant effect on social skills of children with ASD in the experimental group (F(2,21)=28.170, P<0/001).
Conclusion: These findings supported the effectiveness of video modeling on social skills of children with ASD. Therefore, this program can be used to improve social skills of such children and plan to provide video modeling training program for them, which has particular importance.

Comparing the Influence of an Aqua-based Versus a Mindfulness-based Kata Techniques Training on Sleep Habits and Stereotypic Behaviors in Children With Autism
Dr Fahimeh Adibsaber, Dr Soleyman Ansari,
Volume 12, Issue 3 (7-2024)
Abstract
Objective: The present study aims to compare the effectiveness of aquatic and karate training programs on sleep habits and stereotypic behaviors in children with autism spectrum disorder (ASD). 
Methods: This research was a quasi-experimental study with a pre-test/post-test design, with two intervention groups and one control group. The statistical population included all boys with ASD who were a member of the Autism Institute in Rasht City, Iran, in 2019. Of whom 30 individuals were selected using the purposive sampling method. Thirty children with autism (8–14 years) were randomly divided into karate exercise (n=10), aquatic training (n=10), and wait list control (n=10) conditions. The training groups practiced for 10 weeks, two sessions of 60 minutes per week. Karate exercises involved mindfulness Taikyoku Jodan Kata, consisting of blocking, punching, sticking, and kicking moves against an imaginary opponent. Aquatic training was a group intervention, including orientation training, basic swimming skills, and free swimming. Children’s sleep habits questionnaire (CSHQ, 2000) and stereotype subscale of the Gilliam autism rating scale (GARS-2, 2006) were completed by parents during pre-and post-intervention. Analysis of variance for repeated measures was utilized for data analysis. 
Results: The results indicated that both training interventions have a significant positive effect on stereotypic behaviors compared to the pre-intervention and control groups (P<0.01). We also found that the aquatic exercise group obtained better scores (P<0.001) and two subscale scores (sleep anxiety (P<0.001) and Parasomnias (P<0.05)) than the kata techniques training group, but no significant group effects were observed regarding the other subscales.
Conclusion: It is recommended to provide a suitable environment at school or institute for children with ASD to participate in physical activities, such as aquatic and karate exercises to alleviate repetitive behaviors. Furthermore, it is suggested to use aqua-based training as a complementary approach in the field of improving common problems, such as the sleep habits of children with ASD.

The Effectiveness of Family-based Behavior Therapy on Behavioral Excesses of Children With Autism Via Telehealth
Dr Esmaeil Shiri, Dr Hamidreza Pouretemad, Dr Samaneh Behzadpoor,
Volume 13, Issue 1 (1-2025)
Abstract
Objective: Family-based interventions are considered evidence-based approaches to reduce behavioral excesses for autism spectrum disorders (ASD). Due to some barriers to the delivery of these interventions for families living in underserved areas, innovative models, such as telehealth, should be investigated. Telehealth can also be an effective method to deliver interventions to immigrant families. Therefore, this study aims to investigate the effectiveness and feasibility of family-based management of behavioral excesses of autism program (FMBEAP) via telehealth in Iranian families.
Methods: Fourteen parents of children with ASD (mean age of 38.14±9.42 months) participated in an intervention with pre-, post, and -follow-up design. These families received a 10-week group intervention via telehealth. A range of outcome measures was collected on three occasions (pre and post-intervention and one-month follow-up) to evaluate the feasibility, acceptability, and efficacy of FMBEAP via telehealth.
Results: The results indicated that high and low-order behavioral excesses were significantly decreased in the post-test and follow-up stages. A total of 12 out of 14 children achieved recovery or high recovery at the end of the intervention. Also, parents reported a significant improvement in parenting self-efficacy. The program was acceptable to parents, evidenced by an 82.15 satisfaction rate and 86% attainment of session goals.
Conclusion: These results suggest that telehealth can be used to implement FMBEAP with acceptable fidelity and to attain substantial reductions in behavioral excesses in children with ASD.

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