بررسی اثربخشی آموزش مختصه‌های معنایی بر مهارت تعریف واژۀ کودکان اوتیستیک با عملکرد بالا

زمینه و هدف: تعریف واژه، تکلیفی است که با استفاده از آن می‌توان مختصه‌های عمدۀ هر واژه یا همان اطلاعات اصلی دربارۀ هر واژه را به دست آورد. نقص در تشخیص مختصه‌های معنایی تعریفی واژه‌ها، یکی از مشکلاتی است که در کودکان اوتیستیک مشاهده می‌شود؛ لذا این پژوهش با هدف بررسی اثربخشی برنامۀ درمانی مبتنی بر آموزش مختصه‌های معنایی در بهبود مهارت تعریف واژۀ چهار کودک اوتیستیک با عملکرد بالا انجام شده است.روش‌بررسی: پژوهش حاضر جزو پژوهش‌های شبه‌تجربی از نوع مطالعات تک‌موردی و در قالب طرح aba بود. برای اجرای پژوهش چهار کودک دارای اوتیسم با عملکرد بالا به روش غیرتصادفی ساده و در دسترس انتخاب‌ شدند و برنامۀ درمانی مبتنی بر آموزش مختصه‌های معنایی به‌مدت سیزده جلسه بر روی آن‌ها اجرا شد. نتایج حاصل از اجرای برنامه با استفاده از ترسیم نمودار، تحلیل چشمی، محاسبۀ اندازۀ اثر دی‌کوهن و درصد بهبودی بررسی شد.یافته‌ها: نمودار تغییرات امتیاز جنبۀ محتوایی هر چهار کودک در مرحلۀ درمان، روند صعودی داشته است و در مرحلۀ پیگیری افت امتیاز کودکان ناچیز بوده است. اندازۀ اثر در هر چهار کودک بیشتر از 0٫8 بود و همۀ بیماران درصد بالای بهبودی بالینی به‌دنبال دریافت برنامۀ درمان را نشان دادند.نتیجه‌گیری: طبق نتایج به‌دست‌آمده، برنامۀ درمانی مبتنی بر آموزش مختصه‌های معنایی، باعث بهترشدن مهارت تعریف واژه در هر چهار کودک شده و نتایج درمانی در مرحلۀ پیگیری نسبتاً پایدار بوده است.

Study on Semantic Features Training Effectiveness on Word Definition Skill in High-Function Autistic Children

Background and Objective: Definition of a term is a function through which you can obtain main features of each word or the same basic information in relation to each word. One of the main problems of autistic children is a defect in language semantics. They have poor memory performance in storing vocabulary information. Therefore, this study was conducted to evaluate the effectiveness of therapeutic curriculum based on semantic terms training semantic on improving word definitions skills of four highfunction autistic children.Methods: The present study was quasiexperimental research in the form of a single ABA study. After studying literature and interviews with experts, a treatment program designed to needs of autistic children. After determining content validity, its effect on word definitions skill of highfunction autistic children investigated. This research was among quasiexperimental case studies with ABA design. Four highfunction autistic children were selected using nonrandomized and straightforward convenience sampling method to participate in a 13session therapeutic program based on semantic features. Speech and language pathologists approved the designed program, with content validity of CVR ge;0.75.Results: Then, the results of the program were evaluated using chart drawing, ocular analysis, Di Cohen effect size calculation, and recovery rate. Effect size in all four children was more than 0.8, and following a treatment program, all patients showed high rates of clinical recovery. The children obtained higher scores on the content aspect of word definition than on structural aspect. In term of content, responses to a functional, objective, particular category and second type combination and in time of structural aspect, phrase/quasisentence or simple sentence, vague and specific complex category responses showed the most frequencies. The planned treatment program has sufficient content validity and can be implemented in all speech therapy centers. Conclusion: Regarding the studies on the effect of the designed treatment plan on the content of word definition in four autistic children with highperformance and their increased scores, it can be concluded that the planned treatment program has the potential to improve their ability since the treatment results were relatively stable followup stage. Also, increasing rates of higherlevel responses may be regarded as another witness to the changes in their word definition skill, following the treatment program. It should be acknowledged that, by receiving a treatment program, these children would be able to improve their word definition skill, in a relatively short period. By comparing the results in these four children, motivation, linguistic level, family involvement in the repetition of exercises or implementation of other rehabilitation treatments in children can be mentioned as factors contributing to their improvement. Another point to note is that, in most cases, during the final treatment sessions, the gradient of change graph of the children has not been stabled yet. Until the end session, there has been an increase in scores and improvements in skills. From this observation, it can be concluded that the treatment protocol has the potential to increase the number of training sessions to enhance the children skills further.