اثربخشی برنامۀ آموزشی دلبستگی-محورِ مادران بر شناخت اجتماعیِ نوجوانان مبتلا به اختلال اتیسم با عملکرد بالا

هدف: هدف مطالعۀ حاضر بررسی اثربخشی برنامۀ دلبستگیمحور مادران بر شناخت اجتماعیِ (نظریۀ ذهن عاطفی و شناختی) نوجوانان مبتلا به اختلال اتیسم با عملکرد بالاست. روش: روش پژوهش حاضر نیمه‌آزمایشی در قالب طرح پیش‌آزمون و پس‌آزمون با گروه کنترل نابرابر است. جامعۀ آماری شامل تمامی نوجوانان مبتلا به اختلال‌های طیف اتیسم و مادران آنان است که در شش ماه دوم سال 1396 به پنج مرکز خدمات روان‌شناختی و مشاوره در شهر تهران مراجعه کرده بودند. از بین این افراد 43 زوج مادر و فرزند نوجوان به شیوۀ در دسترس انتخاب شدند و به صورت تصادفی در دو گروه آزمایش (21 نفر) و کنترل (22 نفر) جای داده شدند. برنامۀ دلبستگی‌محور طی هشت جلسه و به صورت هفتگی برای مادران گروه آزمایش اجرا شد و مادران گروه کنترل در لیست انتظار جای گرفتند. ابزارهای پژوهش شامل آزمون ذهن‌خوانی از طریق تصویر چشم (نظریۀ ذهن عاطفی) و آزمون باور کاذب سالیآن (نظریه ذهن شناختی) بود که در مراحل پیش‌آزمون و پس‌آزمون توسط نوجوانان مبتلا به اتیسم تکمیل شدند. یافته‌ها: نتایج تحلیل کوواریانس نشان می‌دهد که برنامۀ دلبستگیمحورِ مادران منجر به افزایش نظریۀ ذهن عاطفی فرزندان مبتلا به اتیسم آنان شده است (7.25=f، 0.01>p)، اما اثری بر بعد شناختی نظریۀ ذهن نداشته است (0.53=f، 0.05

Efficacy of attachment based parent training program on social cognition in adolescents with high function autism

Objective: The purpose of this study is to evaluate the effectiveness of integrated inclusive education and its promotion strategies for the students with special needs in Zanjan and to find the relationship of some factors with their attitudes. Method: This study is an applied one, and descriptivesurvey and correlational method was used to collect the data. The population consisted of 95 students with special needs who were studying with normal students in ordinary schools. Using Krejcie and Morgan table, 78 people were randomly selected with stratified sampling method based on the type of disability, and their integrated teachers #39; viewpoints were studied regarding integrated inclusive education program. To collect the data, the questionnaire was used. The questionnaire was designed based on the goals of integrated inclusive education and its content and face validity was confirmed by experts; its overall reliability was 90%. Results: The data was analyzed using descriptive and inferential statistics. The findings showed that was higher than the hypothesized mean. The variables level, base, severity and type of disability didn rsquo;t have a significant relationship in achieving the goals of integrated inclusive education, but the variables gender, teachers #39; attitude towards integrated inclusive education and the role of interface teacher had a significant relationship in achieving the goals of integrated inclusive education, among which the teachers #39; attitude had also a predictable capability. Conclusion: According to the findings, from integrated teachers #39; viewpoints, integrated inclusive education program has been effective and thestrategies such as changing teachers #39; attitude towards integrated inclusive education, the use of interface teachers, providing compensatory education by teachers, decreasing the number of students in the classroom, and equipping schools with appropriate facilities can promote integrated inclusive education.