Fahimeh Adibsaber; Soleyman Ansari Kolachahi; Akbar Allahyari Karnagh; Rajab Ali Ahmadi; Babak Barkadehi
Abstract
.Introduction: This study aimed to compare motor skills in four groups of intellectual disability, Down syndrome, autism spectrum, and normal children.Methods: The research method was descriptive and causal-comparative. The statistical population of this study included children aged 7 to 12 from centers ...
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.Introduction: This study aimed to compare motor skills in four groups of intellectual disability, Down syndrome, autism spectrum, and normal children.Methods: The research method was descriptive and causal-comparative. The statistical population of this study included children aged 7 to 12 from centers for special needs in Rasht City in 2022. One hundred people (25 participants for each group) were considered as statistical samples. Eight sub-tests of the shortened form of Bruininks-Oseretsky Test of Motor Proficiency - Second Edition (BOT-2) were used to collect data. Analysis of variance test was used to analyze the research data at the significance level of 0.05.Results: The results showed that in the sub-tests of movement speed and agility, balance, strength, reaction time, upper limb dexterity, and the total score of motor proficiency, the performance of children with autism spectrum and Down syndrome was weaker than the other two groups (P=0.001). There was no significant difference between the two groups of normal and intellectually disabled children in the balance and strength subtests (P>0.05). Also, in bilateral coordination and visual-motor control subtests, children with autism had a weaker performance than the other three groups (P=0.001), and no significant difference was observed between the other three groups (P>0.05).Conclusion: Considering the poor motor skills of children with autism spectrum and Down syndrome, and the effect of motor skills on social, academic, and learning skills, it seems necessary to include motor skills training and exercises for children with special needs at younger ages in educational programs of special schools and occupational therapy centers.
Zahra Ghadimi Kalateh; Seyed Fardin Qeysari; Mahmood Sheikh
Abstract
Measuring different types of aggression (such as physical, verbal) and its functions (such as Reactive/Proactive) in individuals with developmental disabilities, especially adolescents and adults, has received little attention. In this study, we investigated the validity and reliability of the Persian ...
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Measuring different types of aggression (such as physical, verbal) and its functions (such as Reactive/Proactive) in individuals with developmental disabilities, especially adolescents and adults, has received little attention. In this study, we investigated the validity and reliability of the Persian version of the Children’s Scale of Hostility and Aggression: )Reactive/Proactive) in individuals with and without autism spectrum disorder in different age groups. For this purpose, C-SHARP questionnaire, child behavior checklist (CBCL) and reactive/Proactive aggression questionnaire were filled out by different age groups with autism spectrum disorder and other developmental disabilities. Different types of validity were determined with test-retest and Cronbach's alpha for its external and internal reliability. Correlation between C-SHARP, CBCL and reactive/Proactive aggression questionnaire was also used to assess the validity of the C-SHARP scale. The correlation coefficient between C-SHARP subscales and CBCL Externalizing was higher than internalized CBCL. Individuals classified with the reactive/Proactive aggression questionnaire as both Reactive and Proactive have higher C-SHARP Proactive Scores than individuals classified as Reactive only or Reactive or Non- Proactive. For C-SHARP reaction scores, a similar pattern was observed for proactive scores. The results of this study provided evidence for the validity of C-SHARP by confirming the content validity and its relationship with valid scales, which shows that C-SHARP is useful for measuring different types of aggressive behavior in different age groups with developmental disabilities
Paria Nekouei; Vahid Zolaktaf; Ebrahim Sadeghi Demneh
Abstract
Children with autism spectrum disorder are prone to poor balance, postural stability, and postural abnormalities due to inactivity. The aim of the present study was to investigate the effect of Kangoo jump training on the balance function of children with autism spectrum disorder with high performance ...
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Children with autism spectrum disorder are prone to poor balance, postural stability, and postural abnormalities due to inactivity. The aim of the present study was to investigate the effect of Kangoo jump training on the balance function of children with autism spectrum disorder with high performance level. The method of this study was quasi-experimental. 20 subjects were selected from children with autism spectrum disorder in the Autism Association and autism schools in Tehran city using screening tests and were randomly divided into two groups (intervention and control) after measuring balance function as the pretest. The experimental group performed Kangoo jumps for 8 weeks and 3 sessions per week. After the intervention, all subjects’ balance function was measured by Stork test as the posttest. To test the research hypotheses, two-way multivariate analysis of variance was used. The findings of the present study showed that Kangoo jumps in the intervention group significantly improved balance function in children with autism spectrum disorder. The results also showed a significant difference in the results between the control and experimental groups in the posttest. Based on these results, Kangoo jumps can be useful to improve the balance function of children with autism spectrum disorder. Therefore this type of activity is recommended as an appropriate intervention method for children with autism spectrum disorder.
Elmira Nazari; Salar Faramarzi
Abstract
The aim of this study was to examine the effect of play-based early intervention on psychomotor development of 4-6-year-old children suffering from autism spectrum disorder. The research design was semi-experimental with pretest-posttest and a control group. 30 qualified children (15 males and 15 females) ...
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The aim of this study was to examine the effect of play-based early intervention on psychomotor development of 4-6-year-old children suffering from autism spectrum disorder. The research design was semi-experimental with pretest-posttest and a control group. 30 qualified children (15 males and 15 females) were randomly selected from 4-6-year-old children of Isfahan city in 2015 by convenience sampling method and assigned to experimental and control groups. Data were collected by Gesell Motor Developmental Scale (1940) completed by parents in pretest, posttest and follow-up. Then, experimental group received ten 90-minute treatment sessions once a week in which children participated in play-based early intervention. Control group received no treatment. Follow-up was conducted 30 days later. Data were analyzed using analysis of variance with repeated measures. Results indicated a significant difference between experimental and control groups in psychomotor development. Moreover, intra-group differences, the interaction between two positions and changes in pretest, posttest and follow-up were significant in psychomotor development. Therefore, it can be concluded that play-based early interventions influence psychomotor development in children with autism spectrum disorder. Such interventions can be applied to improve and enhance these children’s skills.
