مقایسه اثربخشی آموزش مفاهیم ذهن خوانی و درمان پاسخ محور بر مهارت اجتماعی کودکان مبتلا به اوتیسم

ﻣﻘﺪﻣﻪ: ﻧﻘﺺ در ﻣﻬﺎرﺗﻬﺎی اﺟﺘﻤﺎﻋﯽ ﺑﺎرزﺗﺮﯾﻦ و اﺣﺘﻤﺎﻻ ﭘﺎﯾﺪارﺗﺮﯾﻦ وﯾﮋﮔﯽ اﺧﺘﻼل ﻃﯿﻒ اوﺗﯿﺴﻢ از دوران ﮐﻮدﮐﯽ ﺗﺎ ﺑﺰرﮔﺴﺎﻟﯽ اﺳﺖ، ﻣﻄﺎﻟﻌﻪ ﺣﺎﺿﺮ ﺑﺎ ﻫﺪف ﻣﻘﺎﯾﺴﻪ اﺛﺮﺑﺨﺸﯽ آﻣﻮزش درﻣﺎن ﭘﺎﺳﺦ ﻣﺤﻮر و درﻣﺎن ذﻫﻦ ﺧﻮاﻧﯽ ﺑﺮ ﻣﻬﺎرت اﺟﺘﻤﺎﻋﯽ ﮐﻮدﮐﺎن اوﺗﯿﺴﻢ اﻧﺠﺎم ﺷﺪ. روش ﮐﺎر: روش ﺗﺤﻘﯿﻖ در اﯾﻦ ﭘﮋوﻫﺶ ﻧﯿﻤﻪ آزﻣﺎﯾﺸﯽ ﺑﺎ ﻃﺮح ﭘﯿﺶ آزﻣﻮن - ﭘﺲ آزﻣﻮن ﺑﺎ ﮔﺮوه ﮐﻨﺘﺮل ﺑﻮد. ﺟﺎﻣﻌﻪ آﻣﺎری اﯾﻦ ﻣﻄﺎﻟﻌﻪ، ﮐﻮدﮐﺎن ﻣﺒﺘﻼ ﺑﻪ اوﺗﯿﺴﻢ در ﯾﮏ ﻣﺮﮐﺰ ﮐﻮدﮐﺎن اوﺗﯿﺴﺘﯿﮏ واﻗﻊ در ﺷﻬﺮ ﻻﻫﯿﺠﺎن ﺑﻮدﻧﺪ. ﻧﻤﻮﻧﻪ ﺗﺤﻘﯿﻖ ﺷﺎﻣﻞ 45 ﻧﻔﺮ از ﮐﻮدﮐﺎن 6 ﺗﺎ 13 ﺳﺎل ﻣﺒﺘﻼ ﺑﻪ اوﺗﯿﺴﻢ ﺑﻮدﻧﺪ ﮐﻪ ﺑﻪ ﺷﯿﻮه ﺗﺼﺎدﻓﯽ ﺳﺎده از ﺟﺎﻣﻌﻪ آﻣﺎری اﻧﺘﺨﺎب ﺷﺪﻧﺪ. اﺑﺰار ﺟﻤﻊ آوری داده ﻫﺎ ﭘﺮﺳﺸﻨﺎﻣﻪ ﻣﻬﺎرت اﺟﺘﻤﺎﻋﯽ ﮔﺮﺷﺎم و اﻟﯿﻮت 1990 ﺑﻮد ﮐﻪ ﺗﻮﺳﻂ ﻣﺮﺑﯿﺎن ﺗﮑﻤﯿﻞ ﺷﺪ. ﭘﺲ از اﺟﺮای ﭘﯿﺶ آزﻣﻮن، ﮐﻮدﮐﺎن اوﺗﯿﺴﻢ ﺑﻪ ﺻﻮرت ﺗﺼﺎدﻓﯽ در ﺳﻪ ﮔﺮوه ﯾﻌﻨﯽ دو ﮔﺮوه آزﻣﺎﯾﺸﯽ و ﯾﮏ ﮔﺮوه ﮐﻨﺘﺮل 15 ﻧﻔﺮه ﺟﺎﯾﮕﺰﯾﻦ ﺷﺪﻧﺪ. ﺳﭙﺲ ﮔﺮوه آﻣﻮزش ﻣﻔﺎﻫﯿﻢ ذﻫﻦ ﺧﻮاﻧﯽ ﺑﻪ ﻣﺪت 10 ﺟﻠﺴﻪ و ﮔﺮوه درﻣﺎن ﭘﺎﺳﺦ ﻣﺤﻮر ﺑﻪ ﻣﺪت 8 ﺟﻠﺴﻪ ﺗﺤﺖ آﻣﻮزش اﻧﻔﺮادی ﻗﺮار ﮔﺮﻓﺘﻨﺪ. ﭘﺲ از اﺗﻤﺎم ﻣﺪاﺧﻼت، ﭘﺲ آزﻣﻮن ﺑﻪ ﻋﻤﻞ آﻣﺪ. ﻧﺘﺎﯾﺞ: ﺗﺠﺰﯾﻪ و ﺗﺤﻠﯿﻞ داده ﻫﺎ ﺑﺎ اﺳﺘﻔﺎده از آزﻣﻮن آﻣﺎری ﺗﺤﻠﯿﻞ ﮐﻮوارﯾﺎﻧﺲ ﻧﺸﺎن داد درﻣﺎن ذﻫﻦ ﺧﻮاﻧﯽ ﻧﺴﺒﺖ ﺑﻪ آﻣﻮزش درﻣﺎن ﭘﺎﺳﺦ ﻣﺤﻮر در ﻣﯿﺰان ﻣﻮﻟﻔﻪ ﻫﺎی ﻣﻬﺎرت اﺟﺘﻤﺎﻋﯽ اﺛﺮﺑﺨﺸﯽ ﺑﯿﺸﺘﺮی دارد 0/01< p. ﻧﺘﯿﺠﻪ ﮔﯿﺮی: درﻣﺎن ﭘﺎﺳﺦ ﻣﺤﻮر و درﻣﺎن ذﻫﻦ ﺧﻮاﻧﯽ ﺑﺮ ﻣﻬﺎرت اﺟﺘﻤﺎﻋﯽ ﮐﻮدﮐﺎن اوﺗﯿﺴﻢ ﻣﻮﺛﺮ اﺳﺖ و اﺳﺘﻔﺎده از اﯾﻦ دو روش درﻣﺎﻧﯽ ﺑﻪ درﻣﺎﻧﮕﺮان، رواﻧﺸﻨﺎﺳﺎن و ﻣﺮﺑﯿﺎﻧﯽ ﮐﻪ در راﺳﺘﺎی آﻣﻮزش ﺑﻪ ﮐﻮدﮐﺎن اوﺗﯿﺴﺘﯿﮏ ﭘﯿﺸﻨﻬﺎد ﻣﯽ ﺷﻮد.

comparison of the effectiveness of teaching the concepts of mind reading and response-based therapy on children’s social skills with autism

the aim of this study was to compare the effectiveness of response therapy and mind reading therapy training on children’s social skills autism was performed. the research method in this study was quasi experimental with a pretest posttest design with a control group. the statistical population of this study was children with autism in an autistic children center located in the city of al hijan. the sample consisted of 45 children aged 6 to 13 years with autism who were selected by simple random sampling from the statistical population. data collection tool was gersham and elliott (1990) social skills questionnaire by coaches completed. after the pre test, children with autism were randomly divided into three groups (ie, two groups) experimental and a control group (15 people were replaced. then the mind reading concepts training group for 10 sessions and response oriented treatment group underwent individual training for 7 sessions. upon completion of the interventions, post test to action was taken. data analysis using covariance analysis statistical test revealed response based therapy and treatment mind reading affects the social skills of children with autism, and mind reading therapy is more responsive to treatment therapy it is more effective in the amount of social skills components (p <0.01.) the use of these two therapies to therapists, psychologists and educators recommended for educating autistic children.