Emotional Development of Children with Autism Based on Developmental, Individual Differences Model (original) (raw)
Related papers
2017
Purpose: ASD engenders a lot of problems for children. Social initiation-response is one of these problems having significant effects on children's developmental skills. Accordingly, the present study aimed to investigate the effect of joint attention training on the degree of social initiation-response of children with ASD. Methods: The population of the study included all children with ASD in the City of Isfahan. Since the present study was to find specific or non-normal cases, the purposive sampling method was used. Accordingly, three children aged under 6 years old with symptoms of ASD were selected as subjects. The research instruments were the Gilliam Autism Rating Scale and Validation of the Behavioral Assessment of Social Interaction in Young Children (BASYC). In the present study, the single-subject research with A-B design and follow-up was employed. Results: Mean scores for the three subjects in the baseline state as 39.95, 40.77, and 40.37 reached 51.05, 50.05, and 50.37 in the intervention state. During visual analysis of charts of data, intervention in the three subjects was effective. The PND in the two baseline and intervention for the three participants were 70%, 90%, and 90% respectively. This effectiveness can be observed in the intervention state. Conclusion: Regarding the obtained results, it can be judged that joint attention training is an appropriate method for improving social initiation-response in children with ASD and it can be used in educational and health centers of children with ASD.
Ravānshināsī-i Afrād-i Istis̠nāyī, 2019
Intellectual and Developmental Disability is a disorder that affects individuals' adaptive and intelligent performance in practical, social, and conceptual areas. The present study aimed to compare the effectiveness of parenting education based on the Double ABCX model and compassion-based parenting on the mother-child relationship and behavioral problems in children was an intelligence disabilities. The present research employed an experimental research with pretest-posttest, and follow-up design. The subjects were screened based on inclusion criteria, then 45 mothers of children with intellectual disabilities were selected and randomly assigned to experimental and control groups (each group contained15 subjects). Mothers participated in 10 sessions of the Double ABCX program intervention, and in 8 sessions of compassion-based parenting, while the control group did not receive any intervention. The research instruments included The Strengths and Difficulties Questionnaire (SDQ)...
Middle Eastern Journal of Disability Studies, 2018
Background & Objective: Emotional intelligence refers to the ability of controlling one's own emotional tendencies and understanding feelings of other individuals which results in the occurrence of calm and calculated behaviors in relation with others and continence. In fact, it is via emotional intelligence that an individual is able to keep his/her positive mood and enhance it. This ability generates a lot of positive consequences for the individuals. Thus, its investigation and evaluation in students with special needs (e.g. visually impaired, hard-of-hearing and gifted high school students) as well as their peers in normal education schools is very significant. Because of suffering from limitations and deprival, those students with special needs are deprived of a lot of experiences which can have a lot of influences on their emotional transformation and elaboration; the present study is to compare components of emotional intelligence in high school students with visual impairment, hearing impairment, as well as gifted and peers in normal education schools. Methods: The present study is a causal-comparative research. The population consisted of all male and female high school students with visual impairment, hearing impairment, and gifted and normal ones. The sample size included 120 students selected via the convenience sampling technique. As a result, 30 students with visual impairment, 30 ones with hearing impairment, 30 gifted ones, and 30 normal ones were selected. The sample groups were homogenized in terms of age, gender, and academic grades. The BarOn EQ I® was selected for collecting data both individually and in schools. To analyze data at the descriptive level, mean and standard deviation, and at the inferential level, MANOVA and Fisher's Least Significant Difference (LSD) follow-up test were employed. Results: There is significant differences among the four groups of participants in terms of variables of problem solving (p˂0.001), happiness (p˂0.001), independence (p˂0.001), self-actualization (p=0.003), emotional self-awareness (p=0.004), realism (p=0.044), optimism (p=0.003), flexibility (p=0.003), accountability (p˂0.001), and sympathy (p=0.030). Moreover, no significant difference was observed among the groups in terms of variables of stress tolerance (p=0.362), interpersonal relationships (p=0.105), self-esteem (p=0.548), impulse control (p=0.156), and self-instrument (p=0.073). Conclusion: Findings indicated that those four groups of students were significantly different in terms of components of emotional intelligence. Emotional intelligence bestows this skill to individuals to manage their life pressures whose main part is the emotional aspect and solve their problems optimally. Students with special needs (high school students with visual and hearing impairments) are lacking in this skill. As a result, this issue imposes limitations on their lives and cusses them to experience a number of problems. According to the results of the present study, and since emotional intelligence should be a skill for explaining psychological problems of those groups and play an effective role in handling their social-emotional problems, by preparing educational programs for enhancing their emotional intelligence and consequently reducing their emotional-psychological-social problems, the grounds can be provided for growing their emotional intelligence and reducing their family and social problems.
Journal of Pediatric Nursing, 2019
1 MA in Clinical Psychology, Department of Psychology, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran 2 Assistant Professor, Department of Psychology, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran 3 Assistant Professor, Department of Psychology and Education for Children with Special Needs, University of Isfahan, Isfahan, Iran * Corresponding author: Ilnaz Sajjadian, Assistant Professor, Department of Psychology, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran. E-mail: i.sajjadian@khuisf.ac.ir
Zenodo (CERN European Organization for Nuclear Research), 2023
Introduction: Autism spectrum disorder has been suggested as a neurological disorder that usually occurs in the early years of a child's development. Aim: The aim of this study was to investigate the effects of active game intervention and Exergames on executive functions in children with autism. Method: The method of this research is quasi-experimental and applied in terms of purpose, which was done using a pretest-posttest design with a control group. The subjects of the present study were children with autism aged 7 to 10 years in Gorgan in 2021, from which 36 people were selected by convincing method from two centers of children with autism. The instruments used in this study included the Gilliam Autism Rating Scale and the Working Memory Test. The Stroop effect test was also used to measure selective attention. Data analysis was performed using analysis of covariance and SPSS software version 24. Results: The results showed that active game intervention had positive effects on working memory (P=0.001) and selective attention (P=0.001). In addition, Exergames intervention had positive effects on working memory (P=0.001) and selective attention (P=0.001). Conclusion: In general, the results of the present study emphasize the importance of using active games and Exergames interventions to improve and strengthen executive functions in highfunctioning autistic children.
Zenodo (CERN European Organization for Nuclear Research), 2021
The method of this research was semi-experimental and in terms of the purpose of the research, which was carried out using a pre-test, post-test design. 30 students from seven to 10 years of elementary school in Gorgan were selected as samples. In the pre-test phase, all participants completed the TGMD-3 motor development test and completed the Progress Motivation Questionnaire. Participants were then randomly assigned to TGFU and SDT groups. The training process was held for six weeks, twice aweeks for 90 minutes each week. After the end of the intervention, a post-test was performed. Data were analyzed using covariance analysis. Results: The results showed that there was a significant difference between the two groups of TGFU and SDT in motor growth (P<0.001) and developmental motivation (P<0.036). Regarding the difference in mean, the TGFU group had better performance than the SDT group. Conclusion: Generally speaking, TGFU approach to SDT can improve motor development and stimulate the development of ADHD children.
Quarterly Journal of Child Mental Health, 2020
Background and Purpose: Sense of connectedness with school is defined as individuals' attitudes that enhance their affinity with school environment and is improved through social-emotional Learning. The current research aimed to assess the effectiveness of strong kids' social-emotional learning program in the sense of belonging to school of primary school students in Hamedan's affluent and deprived districts. Method: The study was carried out by following quasi-experimental unequal groups design. To choose the sample from the statistical population of male five graders in the academic year of 2017-2018, the researcher selected four five-grade classes, purposively chosen from deprived (2 classes and 51 subjects) and affluent (2 classes and 45 subjects) districts and randomly assigned as control and experimental groups. As a pre-test, sense of belonging to school questionnaire (Brew, Beatty, Watt, 2004) was administered, followed by the treatment which included 12 instructional sessions (each continuing for 60 minutes in a 3-month period) and covered strong kids' social-emotional learning program for the experimental groups. Finally, the same questionnaire was administered as a post-test across the four groups. Results: The results indicated that sense of connectedness with school and its constituent components (teacher support, engagement in the broader community, the observation of fairness and respect at school, relatedness of self with school, academic engagement, positive sense to school) are higher in experimental groups than those of control groups (p<.05). In addition, it was found that strong kids' social-emotional instruction influenced sense of connectedness with school and its constituent components (teacher support, engagement in the broader community, fairness and safety, relatedness of self with school, academic engagement, and positive sense to school) equally benefitted the students in deprived and affluent district's students. Conclusion: The staff who provide an environment that allows students to grow emotionally, socially, mentally, and educationally, reinforce the sense of belonging to school. If the students feel to be cared and supported by the school, they will have better educational progress and show a decrease in risky behaviors.
روانشناسی و روانپزشکی شناخت, 2023
Introduction: The limitations and challenges faced by children with Down syndrome are primarily attributed to their cognitive abilities. A comprehensive review of the available evidence indicates that timely family-centered interventions are the most effective approach to addressing these issues. Aim: The objective of this study is to evaluate the impact of a family-centered sensory motor empowerment program on the intellectual capacity of students diagnosed with Down syndrome. Method: The research method employed in this study was semi-experimental, utilizing a pretest-posttest design with a control group. The population of interest was all students diagnosed with Down syndrome in Kashan city during the 2021-2022 academic year. A convenience sampling method was used to select 30 participants, aged between 8 and 12 years, who were assigned to either the experimental or control group. The experimental group underwent an intervention consisting of 11 weekly sessions, with each session lasting for 2 hours. The Wechsler Intelligence Scale for Children (2003) was used as the primary assessment tool. The data were analyzed using IBM SPSS Statistics 26.0 and MANCOVA was employed as the statistical analysis technique. Results: Based on the results, the family-centered sensory motor empowerment program demonstrated a statistically significant increase in the total intellectual capacity score (P<0.01), as well as in subscales of verbal comprehension (P<0.03), working memory (P<0.01), and processing speed (P<0.01). However, the program had no significant impact on the perceptual reasoning subscale (P>0.30). Conclusion: In conclusion, the findings suggest that the family-centered sensory motor empowerment program can enhance the intellectual capacity of children with Down syndrome by strengthening their sensory and motor abilities, as well as improving their relationships with family members. Therefore, this intervention can be recommended as a viable approach to increasing the intellectual capacity in this population.