Journal of Health And Care
Volume 24, Issue 2 (Summer 2022)
JHC 2022, 24(2): 132-144 |
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Ethics code: IR.IAU.CTB.REC.1401.031
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Eftekhari S, Rezayi S, Shahriari Ahmadi M. The Effect of the Social-Communication Enhancement Package based on TEACCH and PECS Approach on the Daily Functions of Children with Autism Spectrum Disorder. JHC 2022; 24 (2) :132-144
URL: http://hcjournal.arums.ac.ir/article-1-1382-en.html
URL: http://hcjournal.arums.ac.ir/article-1-1382-en.html
Department of Psychology and Exceptional Children, Allameh Tabataba'i University, Tehran, Iran
Abstract: (1669 Views)
Background & aim: One of the basic problems of children with autism spectrum disorder is the disruption in daily life functions. Therefore, the present study was conducted with the aim of determining the impact of social-communicative empowerment with the Tich and Pex approach on the daily functions of children with autism spectrum disorder.
Methods: The quasi-experimental research design was pretest-posttest and follow-up with the control group. The statistical population of this study included all boys with autism spectrum disorder aged 6 to 12 years in Tehran in the academic year 2021 from the special school for autism, by available sampling method, 40 autistic individuals were selected using the Gilliam Autism Diagnosis Scale (Gilliam, 1995) and were randomly divided into experimental (20) and control (20) groups. For the experimental group, 7 sessions of 45 minutes of communication-social empowerment program was implemented with the TEACCH and PECS approach. The research instruments included the Gilliam Autism Rating Scale (1995) and the Waisman- Activity of Daily Living Scale (W-ADL). The collected data were analyzed using the analysis of variance test with repeated measurements.
Results: The average scores of daily functions in the pre-test, post-test and follow-up phases were 17.650, 21.250 and 21.450 respectively in the experimental group and 17.550, 17.400 and 17.650 respectively in the control group. The results of variance analysis with repeated measurements showed that social-communication enhancement package based on TEACCH and PECS approach had a significant effect on improving daily functions in the post-test and follow-up stages (p<0.01).
Conclusion: The social-communication enhancement package based on TEACCH and PECS approach has been effective on the daily functions of children with autism spectrum disorder. Therefore, it is recommended that this educational program be considered as an effective intervention by the relevant centers and organizations to empower children with developmental disabilities, especially children with autism spectrum.
Methods: The quasi-experimental research design was pretest-posttest and follow-up with the control group. The statistical population of this study included all boys with autism spectrum disorder aged 6 to 12 years in Tehran in the academic year 2021 from the special school for autism, by available sampling method, 40 autistic individuals were selected using the Gilliam Autism Diagnosis Scale (Gilliam, 1995) and were randomly divided into experimental (20) and control (20) groups. For the experimental group, 7 sessions of 45 minutes of communication-social empowerment program was implemented with the TEACCH and PECS approach. The research instruments included the Gilliam Autism Rating Scale (1995) and the Waisman- Activity of Daily Living Scale (W-ADL). The collected data were analyzed using the analysis of variance test with repeated measurements.
Results: The average scores of daily functions in the pre-test, post-test and follow-up phases were 17.650, 21.250 and 21.450 respectively in the experimental group and 17.550, 17.400 and 17.650 respectively in the control group. The results of variance analysis with repeated measurements showed that social-communication enhancement package based on TEACCH and PECS approach had a significant effect on improving daily functions in the post-test and follow-up stages (p<0.01).
Conclusion: The social-communication enhancement package based on TEACCH and PECS approach has been effective on the daily functions of children with autism spectrum disorder. Therefore, it is recommended that this educational program be considered as an effective intervention by the relevant centers and organizations to empower children with developmental disabilities, especially children with autism spectrum.
Type of Study: quasi-experimental |
Subject:
Nursing care
Received: 2022/07/4 | Accepted: 2022/09/9 | Published: 2022/09/22
Received: 2022/07/4 | Accepted: 2022/09/9 | Published: 2022/09/22
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