Autism

In this study, we have examined the effectiveness of operant conditioning on the development of linguistic skills in Persian children with autism. It was a quasiexperimental study, and done by using pre- and post-tests. We randomly selected 40 children (6 girls and 34 boys, 5-10 years old) and divided them into experimental and control groups comprising of 20 children each. We used the Autism Spectrum Screening Questionnaire (ASSQ) to screen subjects and the Test of Language Development (TOLDP: 3) to measure their language skills. Both groups received grammatical comprehension and grammatical completion subtests. Using the Applied Behavior Analysis (ABA) method, the experimental group was then subjected to 48 one-hour intervention sessions ran for 24 weeks. After the intervention, we ran a post-test in both experimental and control groups. The data were analyzed using SPSS software. In the experimental group, the mean score in the grammatical completion subtest had increased by 4.2, and in the grammatical comprehension subset, the mean score had increased by 3.6. In contrast, in the control group, the mean score of the grammatical completion and comprehension subtests had increased by 0.25 and 0.3, respectively. The findings suggested that operant conditioning had direct effects on the improvement of the 5-10 years old Persianspeaking children with autism.

Purpose: The aim of this study was to explain the effectiveness of the model of established methods in autism (functional behavior analysis of ABA, Snowlen, and Dosa) based on the level of attention in children with autism spectrum disorder in Tehran. Methodology: The research method was quasi-experimental with a pretest-posttest design with a control group. The statistical population of this study was all children with autism spectrum disorder in Tehran in public and private educational and rehabilitation centers in 2018. By available sampling method, 48 people were selected and randomly divided into 4 intervention groups by applied behavior analysis method. , Snozelen, dosa and control group were divided. Data were collected based on the Connors Scale Scale (Parent Form) (1999), a modified review checklist, and the Wechsler intelligence test. Descriptive and inferential statistical methods and multivariate analysis of covariance were used to eliminate the pretest effect using SPSS software was used. Findings: The results showed that all three methods of functional behavior analysis of ABA, Snozlen and Dosa had a significant effect on increasing attention compared to the control group. Also, ABA applied behavior analysis method had a greater effect on improving attention in the three measurement stages than the other two experimental groups. Conclusion: The findings of the study showed that the use of these interventions and educational programs as a method in improving and rehabilitating children with this disorder is useful, so the use of this method is recommended. The results showed that the difference between the analysis of functional behavior of ABA, Snozlen and Dosa with the control group was significant at the level of 0.05, so it can be said that all three methods of functional behavior analysis of ABA, Snozlen and Dosa compared to the control group had a significant effect on increasing attention.

Objective:  The birth of a child with special needs causes problems for the family. The aim of this study was to determine the effectiveness of acceptance and commitment based therapy on the psychological capital of mothers of children with autism spectrum disorder. Methods:  The research was quasi-experimental with pretest and posttest. The statistical population included all mothers of boys aged 8 to 12 years with autism spectrum disorder in medical and rehabilitation centers in Yazd in 1398. Thirty mothers were selected by available sampling method from Survival Rehabilitation Center as a research sample and randomly placed in two experimental (n = 15) and control (n = 15) groups. Subjects were assessed by the Psychological Capital Questionnaire. Intervention program of acceptance and commitment-based treatment was performed in 10 sessions of 90 minutes only on the experimental group and the control group did not receive any intervention. Data were analyzed using multivariate analysis of covariance through SPSS24 software. Results: The results showed that acceptance and commitment-based therapy improved the psychological capital of mothers of children with autism spectrum disorder (p 0.01). It can be concluded that acceptance and commitment-based therapy helps mothers of children with autism spectrum disorder to consciously accept their suffering and understand that it is part of the life process and to make more conscious choices in situations of suffering and be more effective. Conclusion: Therefore, according to this finding, therapists can use acceptance and commitment-based therapy as an intervention method in this area.

The use of technology-based instructions and treatment tools to compensate for deficiencies in autism spectrum disorder (ASD) is evidently increasing. The present study that performed during 2021-2022 was a systematic review and meta-analysis concerning the efficacy of digital technologies in improving the deficient communication skills in language learners with ASD. Ten studies met the inclusion criteria. The results revealed that the overall effect size (Cohen’s d) was 0.12 for both fixed effect model and random-effect model (z = 1.155, p >0.05). The effect size was statistically non-significant. We also considered Magnitudes of Cohen’s d fixed at 0.2, 0.5, and 0.8 which commonly accepted for small, medium and large quantities. Again, the result approached the small magnitude (1.12 > 0.2). Despite estimation of variances of effect sizes across studies (Q index, I2 and T2 values) approved homogeneity in study results, due to small number of studies included in this meta-analysis they\ results may not be generalizable (Q= 8.780, I= 0.00, T= 0.00, p> 0.05). For future comparisons, we therefore recommend use of more evidence-based experimental studies with modifications in their technology devices to secure higher statistical gains. We also recommend considering moderator variables which affected the effect size of included publications consisting age, IQ level, treatment durations and validity rate of technology devices.

One of the disabilities that has rarely been studied in the field of observational learning is autism. the purpose of this study is to investigate the effects of watching a video model with different skill levels on learning a basketball skill in adolescents with autism. The current study is descriptive and causal-comparative. The subjects of this study consisted of 60 adolescents with autism with an age range of 13 to 18 years, and they were randomly and equally divided into three groups: skilled model, novice model, and control. The motor task involved a basketball throwing, in which the accuracy score was measured as the dependent variable. The subjects performed the pre-test (including ten throws), the acquisition stage (including 5 10-throws training blocks), and the retention test (including ten throws). Subjects in the observation groups watched their respective models for five times before each training block. Analysis of variance (ANOVA) was used to analyze the throwing accuracy. The results showed that novice video group had significantly better throwing scores than skilled video model and control groups in the acquisition phase and retention test. In addition, skilled group had significantly better throwing scores than control group in the acquisition phase and retention test. The results of this study show that people with autism benefit from watching a video model to learn a basketball throwing skill. This result may indicate that these people have the necessary mechanisms to learn new skills through video observation.

Background: Both of transcranial direct current electrical stimulation (tDCS) and neuromuscular training (NMT) have used to relive motor deficits in neurological disease.Aim: We decided to investigate augmenting effect of tDCS and NMT to improve static and dynamic balance and gait parameter in autism spectrum disorder (ASD).Materials and Methods: 24 children with ASD aged 6-10 years old were randomly assigned to one of three groups: NMT+ sham, anodal tDCS, and NMT + tDCS. NMT consisted of 10 sessions motor training (each for 40 min). tDCS training was performed with 1.5 mA on left primary motor cortex for 20 min. Pre-test and post-test evaluations included static and dynamic balance and gait parameters (length and width of stepping and speed of gait).Results: Although improvement of variables were seen in all groups, but in post intervention comparison, combined group was better in static and dynamic balance and gait parameters than two other groups. NMT was more effective than tDCS only in dynamic balance.Conclusion: Our findings were indicated tDCS enhance NMT effect on neuromuscular function in ASD, so regarding the augmented effect in combination of NMT and tDCS, it can be considered in rehabilitation of motor deficits in these children.

Background: Autism Spectrum Quotient (AQ) functions as an evaluative instrument designed to assess traits associated with autism. Variances exist within the brain of individuals on the autism spectrum. Moreover, certain exercises have the potential to impact specific regions of the brain. Aim: This study aims to investigate how the program training of this study impact Autism—Spectrum Quotient. Materials and Methods: Forty-two children aged 7-10 years with ASD were recruited to participate in this study. These children were randomly divided into two groups: the control group (N=10, 7.80±1.35 years) and the experimental group (N=32, age: 8.16±1.16 years). The experimental group underwent an 8-week training program. The Autism Spectrum Quotient (ASQ) questionnaire was used to assess the participants' scores in the pretest and posttest. This questionnaire consists of five subscales: social skills, attention switching, attention to details, communication, and imagination, as well as a total score. Results: Based on the results, the program training had an impact on attention to detail (P=0.017) and social skills (P=0.057). However, there was no significant difference between the pretest and posttest scores for attention switching (P=0.096), communication (P=0.07), and imagination (P=0.161). Conclusion: Based on the results, we can conclude that the program had a small but significant effect in terms of quantity. Due to the specific and unique structure of the brain, it takes time to achieve a substantial impact.