the effectiveness of play therapy training on improving social skills in children with autism spectrum disorder

Objective: autism spectrum disorder is a complex neurodevelopmental disorder characterized by communication problems, limited social interactions, and repetitive behaviors. the present study aimed to investigate the effectiveness of play therapy education with a parent-child approach in improving social skills in children with autism spectrum disorder.methods: this study was a quasi-experimental study with a pre-test-post-test design, a control group, and a follow-up phase. the statistical population of the study included children with autism at the justice center in isfahan. the sample of the present study included 30 children with autism, including 30 children with autism, who were selected using purposive sampling and were divided into two experimental and control groups. the research instrument used was the autism social skills profile (assp), and play therapy education sessions with a parent-child approach were implemented in ten 90-minute sessions once a week on the experimental group. the research data were analyzed using repeated measures analysis of variance and bonferroni post hoc test and spss version 24 software.results: the research findings showed that the difference between the experimental and control groups in terms of the mean scores of social skills variables in all stages of the experiment was significant (p<0.001).conclusion: the results of this study show that play therapy education with a parent-child approach can help improve children’s social skills. therefore, its use is recommended to strengthen social skills in children with autism spectrum disorder.objective: autism spectrum disorder is a complex neurodevelopmental disorder characterized by communication problems, limited social interactions, and repetitive behaviors. the present study aimed to investigate the effectiveness of play therapy education with a parent-child approach in improving social skills in children with autism spectrum disorder.methods: this study was a quasi-experimental study with a pre-test-post-test design, a control group, and a follow-up phase. the statistical population of the study included children with autism at the justice center in isfahan. the sample of the present study included 30 children with autism, including 30 children with autism, who were selected using purposive sampling and were divided into two experimental and control groups. the research instrument used was the autism social skills profile (assp), and play therapy education sessions with a parent-child approach were implemented in ten 90-minute sessions once a week on the experimental group. the research data were analyzed using repeated measures analysis of variance and bonferroni post hoc test and spss version 24 software.results: the research findings showed that the difference between the experimental and control groups in terms of the mean scores of social skills variables in all stages of the experiment was significant (p<0.001).conclusion: the results of this study show that play therapy education with a parent-child approach can help improve children’s social skills. therefore, its use is recommended to strengthen social skills in children with autism spectrum disorder.

اثربخشی آموزش بازی درمانی بر بهبود مهارتهای اجتماعی کودکان با اختلال طیف اتیسم

هدف:  اختلال طیف اتیسم  یک اختلال عصبی-رشدی پیچیده است که با مشکلات ارتباطی، تعاملات اجتماعی محدود و رفتارهای تکراری مشخص می‌شود. پژوهش حاضر با هدف بررسی اثربخشی آموزش بازی درمانی با رویکرد والد-فرزندی در بهبود مهارتهای اجتماعی کودکان با اختلال طیف اتیسم انجام شد.روش:  این پژوهش از نوع نیمه آزمایشی با طرح پیش آزمون–پس آزمون و گروه گواه و مرحله پیگیری بود. جامعه آماری پژوهش شامل کودکان مبتلا به اختلال اوتیسم مرکزعدالت در شهر اصفهان بود نمونه تحقیق حاضر شامل 30 کودکان مبتلا به اوتیسم که شامل 30 کودک دارای اختلال اوتیسم بود که با استفاده از روش نمونه گیری هدفمند انتخاب و در دو گروه ازمایش و کنترل جایگزین شدند. ابزار مورد استفاده دز پژوهش نیمرخ مهارت‌های اجتماعی اُتیسم (assp) استفاده شد و جلسات آموزش بازی درمانی با رویکرد والد-فرزندی طی ده جلسه 90 دقیقه ای و یک بار در هفته بر روی گروه آزمایش اجرا گردید. داده‌های پژوهش با آزمون تحلیل واریانس با اندازه­‌گیری مکرر و آزمون تعقیبی بنفرونی و نرم افزار spss نسخه24 تحلیل گردید.نتایج: یافته‌‌های پژوهش نشان داد که تفاوت میان گروه آزمایش و گواه از نظر میانگین نمرات متغیرهای مهارت های اجتماعی در کل مراحل آزمایش معنادار است (0/001>p).نتیجه گیری: نتایج این پژوهش نشان می‌دهد که آموزش بازی درمانی با رویکرد والد-فرزندی می‌تواند به بهبود مهارت‌های اجتماعی کودکان کمک کند. لذا استفاده از آن برای تقویت مهارت‌های اجتماعی در کودکان با اختلال طیف اوتیسم توصیه می‌شود.