Fatima Bahrami; Ahmadreza Movahedi; Mohammad Marandi; Ahmad Abedi
Abstract
The aim of the present investigation was to determine the effect of two karate
techniques on the reduction in stereotypic behaviours in three 5-year-old boys with
autistic disorders. The study included three boys with autistic disorders. A singlesubject
method with A-B-A design was used. Participants ...
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The aim of the present investigation was to determine the effect of two karate
techniques on the reduction in stereotypic behaviours in three 5-year-old boys with
autistic disorders. The study included three boys with autistic disorders. A singlesubject
method with A-B-A design was used. Participants of the present study were
required to exercise two karate techniques (Zuki and Mae-Geri) for 12 weeks.
Changes in the severity of stereotypic behaviours were assessed by Gilliam Autism
Rating Scale (second edition) during intervention process and during one month
after intervention with one-week intervals. Results showed that with respect to
descriptive statistics and visual analytics, the karate techniques had an effect on all
three participants (PND=100% for first and third participants, PND=50% for the
second participant) and this reduction was maintained one month after the end of
the intervention. The findings of the present study indicated that teaching karate
techniques to autistic children dramatically decreased their stereotypic behaviours.
Fatemeh Pourshakouri Sharemi; Ahmadreza Movahedi; Ahmad Abedi
Volume 3, Issue 1 , June 2011, , Pages 147-164
Abstract
Socialization is one of the most important goals of any developmental program and educational scientists try to provide students with appropriate contexts to develop socialization throughout the developmental ages. This study aimed to investigate the effect of traditional and modern childish plays on ...
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Socialization is one of the most important goals of any developmental program and educational scientists try to provide students with appropriate contexts to develop socialization throughout the developmental ages. This study aimed to investigate the effect of traditional and modern childish plays on the social development of female students in the first grade (6-7 years old) in 1388-1389 in two elementary schools of regions 13 and 14 of Tehran city. The present research was performed experimentally with groups of modern plays, traditional plays and the control group along with the pretest and posttest. The subjects (N=45) were randomly divided into three groups. The first group played traditional plays for 15 weeks (once a week) and the second group played the modern plays for the same period of time, the third group which was considered as the control group did not carry out any kinds of playing. In order to measure social development of the students, Winelands (1953) social development questionnaire was used to measure social development. In this study, the statistical method of covariance analysis was used to analyze the data. The results showed that both traditional and modern childish plays had an effect on social development of children and there was no significant difference between these two plays, but the traditional plays gained more scores in social development. It can be suggested beneficial to have childish plays in syllabus at schools to improve children’s social development.
