اثربخشی آموزش مهارت‌های اجتماعی مبتنی بر بازی درمانی فلورتایم بر تعامل اجتماعی و کاهش رفتارهای کلیشه‌ای در کودکان طیف اوتیسم با عملکرد بالا

•   آرشیو : نسخه پاییز1404 - جلد دوم
•   کد پذیرش : 14165
•   موضوع : سایر شاخه های روانشناسی
• نویسنده/گان : | پردیس ستارزاده، محمدرضا بحرانی، فلکناز آتشی
•   زبان : فارسی
•   نوع مقاله : پژوهشی
•   چکیده مقاله به فارسی : این پژوهش با هدف بررسی اثربخشی آموزش مهارت‌های اجتماعی مبتنی بر بازی‌درمانی فلورتایم بر تعامل اجتماعی و کاهش رفتارهای کلیشه‌ای در کودکان دارای اختلال طیف اوتیسم با عملکرد بالا انجام شد. پژوهش حاضر به روش نیمه‌آزمایشی با طرح پیش‌آزمون–پس‌آزمون با گروه کنترل و مرحله پیگیری شش‌ماهه اجرا شد. جامعه آماری شامل کودکان مبتلا به اختلال طیف اوتیسم شهر بوشهر در سال 1403 بود که از میان آن‌ها، 20 نفر به روش در دسترس انتخاب و به‌صورت تصادفی ساده در دو گروه آزمایش (10 نفر) و کنترل (10 نفر) جای‌گذاری شدند. برای جمع‌آوری داده‌ها از مقیاس مهارت‌های اجتماعی فرم والدین (گرشام و الیوت، 1990) و مقیاس رفتارهای تکراری (بادفیش و همکاران، 2000) استفاده شد. گروه آزمایش طی 20 جلسه 60 دقیقه‌ای (دو جلسه در هفته) به‌صورت فردی تحت مداخله بازی‌درمانی فلورتایم قرار گرفتند. تحلیل داده‌ها با استفاده از تحلیل واریانس با اندازه گیری مکرر انجام شد. یافته‌ها نشان داد که با کنترل پیش‌آزمون، نمرات گروه آزمایش نسبت به گروه کنترل در متغیرهای تعامل اجتماعی و رفتارهای کلیشه‌ای به‌طور معناداری بهبود یافت (05/0>P). همچنین نتایج مرحله پیگیری شش‌ماهه حاکی از پایداری اثرات مداخله در هر دو متغیر بود. در مجموع می‌توان نتیجه گرفت که بازی‌ درمانی مبتنی بر فلورتایم، روشی مؤثر برای بهبود تعامل اجتماعی و کاهش رفتارهای کلیشه‌ای در کودکان مبتلا به اختلال طیف اوتیسم با عملکرد بالا است و این اثرات در بلندمدت نیز تداوم دارد.
•   لیست منابع : [1] American Psychiatric Association. (2022). Diagnostic and statistical manual of mental disorders (DSM-5-TR®). American Psychiatric Publishing.
  https://doi.org/10.1176/appi.books.9780890425787
  [2] Ashtari, Mohammad Reza. (2015). The effect of self-control feedback on learning a projectile task in 10-year-old children with autism spectrum disorders in Hamedan. Motor Behavior, 7(19), 79–90. https://mbj.ssrc.ac.ir/article_341.html. [In Persian]
  [3] Association, A.O.T. (2021). AOTA 2021 standards for continuing competence in occupational therapy. The American Journal of Occupational Therapy, 75(Supplement_3), 7513410040. https://ajot.aota.org/article.aspx?articleid=2774510
  [4] Autism Speaks. (n.d.). DIR/Floortime. https://www.autismspeaks.org/dir-floortime
  [5] Barghi, F., Safarzadeh, S., Marashian, F. S., & Bakhtiarpour, S. (2023). Effectiveness of DIR/Floor Time Play Therapy in Social Skills and Emotion Regulation of Children with Autism Spectrum Disorder. Middle East Journal of Rehabilitation and Health Studies, 11(2). e138491. https://brieflands.com/articles/mejrh-138491
  [6] Bodfish, J. W., Symons, F. J., Parker, D. E., & Lewis, M. H. (2000). Repetitive Behavior Scale-Revised (RBS-R). Western Carolina Center ResearchReports.
  https://fcon_1000.projects.nitrc.org/indi/cmi_healthy_brain_network_working/assessments/rbs-r.html
  [7] Bolghan-Abadi, M. and Erfanyfar, B. (2022). Effectiveness of floor time play therapy on the oppositional defiant and hyperactivity disorders on reducing of preschool children. Biannual Journal of Applied Counseling, 11(2), 1-20. https://jac.scu.ac.ir/article_17138.html. [In Persian]
  [8] Brown, A. L., Wilson, C. M., & Thompson, R. A. (2021). Sensory regulation and repetitive behaviors in autism spectrum disorder: A meta-analytic review. Journal of Autism and Developmental Disorders, 51(5), 1538–1550. https://doi.org/10.1007/s10803-020-04756-8
  [9] Casenhiser, D. M., Shanker, S. G., & Stieben, J. (2011). Learning through interaction in children with autism: Preliminary data from a social-communication-based intervention. Autism, 17(2), 220–241. https://doi.org/10.1177/1362361311422052
  [10] Constantino, J. N., & Charman, T. (2021). The role of social impairment in autism spectrum disorder: A review. Journal of Child Psychology and Psychiatry, 62(2), 139-150. https://doi.org/10.1111/jcpp.13217
  [11] Davis, N. O., & Carter, A. S. (2008). Parenting stress in mothers and fathers of toddlers with autism spectrum disorders: Associations with child characteristics. Journal of Autism and Developmental Disorders, 38(7), 1278–1291. https://doi.org/10.1007/s10803-007-0512-z
  [12] Divya, K. Y., Begum, F., John, S. E., & Francis, F. (2023). DIR/Floor Time in engaging autism: A systematic review. Iranian Journal of Nursing and Midwifery Research, 28(2), 132–138. https://doi.org/10.4103/ijnmr.ijnmr_272_21
  [13] Divya, K. Y., Begum, F., John, S. E., & Francis, F. (2023). Floortime therapy: A systematic review. Cureus, 15(6), e41237. https://doi.org/10.7759/cureus.4123
  [14] Garcia, M. E., Lopez, F., & Hernandez, P. (2022). Variability in repetitive behaviors among children with autism: Influences of cognitive level and age. Research in Autism Spectrum Disorders, 92, 101894. https://doi.org/10.1016/j.rasd.2022.101894
  [15] Greenspan, S. I. (1979). Intelligence and adaptation: An integration of psychoanalytic and Piagetian developmental psychology. International Universities Press.
  Amazon: https://www.amazon.com/Intelligence-Adaptation-Psychoanalytic-Developmental-Psychological/dp/0823627187
  [16] Greenspan, S. I., & Wieder, S. (1998). Developmental patterns and outcomes in infants and children with disorders in relating and communicating: A chart review of 200 cases of children with autistic spectrum diagnoses. Journal of Developmental and Learning Disorders, 2(1), 87–141. https://www.stanleygreenspan.com/ppt/200cases.pdf
  [17] Gresham, F. M., & Elliott, S. N. (1990). Social skills rating system: A norm-referenced measure of social skills. Journal of Psychoeducational Assessment, 8(4), 280–293.
  https://doi.org/10.1177/073428299000800404
  [18] Hwang, Y. I., Hughes, C., & Lewis, H. (2022). Repetitive behaviors in autism spectrum disorder: Impact on families and intervention strategies. Autism, 26(4), 948-959. https://doi.org/10.1177/13623613211055945
  [19] Lee, S. H., & Kim, J. Y. (2024). Understanding repetitive behaviors in autism: Implications for intervention strategies. Autism Research, 17(3), 405–417.
  https://doi.org/10.1002/aur.2778
  [20] Liao, S. T., Hsieh, Y. L., Hwang, Y. S., Chen, Y. J., & Hsieh, S. (2022). Effectiveness of DIR/Floortime on the social-emotional development of children with autism spectrum disorder: A systematic review. International Journal of Environmental Research and Public Health, 19(4), 2351. https://doi.org/10.3390/ijerph19042351
  [21] Livingston, L. A., Colvert, E., Bolton, P., & Happé, F. (2020). Good social skills despite poor theory of mind: Exploring compensation in autism spectrum disorder. Journal of Child Psychology and Psychiatry, 61(1), 112–120. https://doi.org/10.1111/jcpp.13134
  [22] Livingston, L. A., Colvert, E., Bolton, P., & Happé, F. (2020). Good social skills despite poor theory of mind: Exploring compensation in autism spectrum disorder. Journal of Child Psychology and Psychiatry, 61(1), 112–120. https://doi.org/10.1111/jcpp.13134
  [23] Lord, C., Elsabbagh, M., Baird, G., & Veenstra-Vanderweele, J. (2020). Autism spectrum disorder. The Lancet, 392(10146), 508-520. https://doi.org/10.1016/S0140-6736(18)31129-2
  [24] Lu, L., Chan, M. F., Lee, M. L., & Yau, M. K. (2010). Stimulating creative play in children with autism through sandplay. The Arts in Psychotherapy, 37(1), 56–64. https://doi.org/10.1016/j.aip.2009.10.002
  [25] Masi, A., Lampit, A., Glozier, N., Hickie, I. B., & Guastella, A. J. (2021). Predictors of social skill development in autism: A longitudinal study. Autism Research, 14(2), 345–356. https://doi.org/10.1002/aur.2440
  [26] Moradikelardeh, P., & Narimani, M. (2022). Application of Art Therapy in Autism Spectrum Disorders; The Features and Logic of Therapy (A Systematic Review Study). Rooyesh-e-Ravanshenasi Journal (RRJ), 11(1), 47-58. http://frooyesh.ir/article-1-3343-en.html. [In Persian]
  [27] Pacheco, P., Pacheco, M., & Molini-Avejonas, D. R. (2021). Developmental and emotional-functional capacities of children with autism using DIR/Floortime model. International Journal of Developmental Disabilities, 1–11.
  https://doi.org/10.1080/20473869.2021.1963584
  [28] Saadatyar, N., Habibi, M., Kohansal, L., Asadi, S., & Sobhani, N. (2024). Effectiveness of Flortime Play Therapy on Emotion Regulation and Autism Symptoms Severity in Children with Autism. Rooyesh-e-Ravanshenasi Journal (RRJ), 13(4), 225-234. https://frooyesh.ir/article-1-5219-en.html. [In Persian]
  [29] Shafiee, E., Arjmandnia, A. A., Ghasemzadeh, S., Hasanzadeh, S., & Gholamali Lavasani, M. (2023). The Applicability of Assistive Technology in the Education and Treatment of Children with Autism: A Systematic Review. Pajouhan Scientific Journal, 21(4), 295-304. https://psj.umsha.ac.ir/article-1-1049-en.html. [In Persian]
  [30] Shahbazi, I. and Emadian, S. O. (2025). Comparative of the Effectiveness of Floortime Play Therapy and the Son-Rise Program on Family Developmental Functioning in Children with Autism Spectrum Disorder. Empowering Exceptional Children, 16(2), 49-61.https://www.ceciranj.ir/article_224408.html. [In Persian]
  [31] Smith, J. D., & Jones, R. A. (2023). Characteristics of stereotyped behaviors in autism spectrum disorder: A systematic review. Frontiers in Psychiatry, 14, 1178390.
  https://doi.org/10.3389/fpsyt.2023.1178390
  [32] Smith, T. B., Cheng, W., Young, M.-L., & Lentini, P. (2021).
  Parental perceptions of a home-based DIR/Floortime intervention for children with autism spectrum disorder. Advances in Autism, 7(4), 294–310. https://doi.org/10.1108/AIA-05-2020-0032
  [33] Solomon, R., Necheles, J., Ferch, C., & Bruckman, D. (2007). Pilot study of a parent training program for young children with autism: The PLAY Project Home Consultation program. Autism, 11(3), 205–224. https://doi.org/10.1177/1362361307076846
  [34] Solomon, R., Van Egeren, L. A., Mahoney, G., Huber, M. S. Q., & Zimmerman, P. (2021). PLAY Project Home Consultation intervention program for young children with autism spectrum disorders: A randomized controlled trial. Autism, 25(3), 654–667. https://doi.org/10.1177/1362361320953262
  [35] Thayer, F., & Bloomfield, B. S. (2021). An evaluation of a developmental individualized relationship (DIR®)-based creative arts therapies program for children with autism. Arts in Psychotherapy, 72, 101752. https://doi.org/10.1016/j.aip.2020.101752
•   کلمات کلیدی به فارسی : اوتیسم، بازی درمانی فلورتایم، تعامل اجتماعی، رفتارهای کلیشه‌ای، مهارت‌های اجتماعی
•   چکیده مقاله به انگلیسی : This study aimed to investigate the effectiveness of social skills training based on Floortime play therapy on social interaction and reducing stereotypical behaviors in children with high-functioning autism spectrum disorder. The present research was conducted using a quasi-experimental design with a pretest–posttest control group and a six-month follow-up stage. The statistical population included children with autism spectrum disorder in Bushehr in 2024. From this population, 20 children were selected through convenience sampling and randomly assigned to the experimental group (10 participants) and the control group (10 participants). Data were collected using the Social Skills Rating System–Parent Form (Gresham & Elliott, 1990) and the Repetitive Behavior Scale (Bodfish et al., 2000). The experimental group received individual Floortime play therapy interventions in 20 sessions of 60 minutes each (two sessions per week). Data were analyzed using repeated measures analysis of variance. The results indicated that, after controlling for the pretest, the experimental group showed significantly greater improvements in social interaction and stereotypical behaviors compared to the control group (p<0.05). Moreover, the six-month follow-up results demonstrated the stability of the intervention effects in both variables. Overall, it can be concluded that Floortime-based play therapy is an effective method for enhancing social interaction and reducing stereotypical behaviors in children with high-functioning autism spectrum disorder, and these effects are maintained over the long term.
•   کلمات کلیدی به انگلیسی : Autism, Floortime, Stereotyped Behaviors, Social Interaction, Social Skills
•  صفحات : 1-13
•   دانلود فایل ( 463.72 KB )