پديد آورندگان :
نويدي نژاد، آرزو دانشگاه آزاد اسلامي واحد اصفهان (خوراسگان)، اصفهان، ايران , مشكاتي، زهره دانشگاه آزاد اسلامي واحد اصفهان (خوراسگان)، اصفهان، ايران , ملكي، خليل اله دانشگاه علمي كاربردي فرهنگ و هنر اصفهان، اصفهان، ايران - گروه موسيقي
كليدواژه :
تئوري ذهن , تمرينات ريتميك , موسيقي , اوتيسم
چكيده فارسي :
زمينه و هدف: پژوهش حاضر با هدف تعيين اثر يك دوره تمرينات ريتميك-موسيقايي بر تئوري ذهن كودكان مبتلا به اختلال اوتيسم انجام گرفت.
روش بررسي: تحقيق حاضر از نوع نيمه‌تجربي با طرح پيش‌آزمون-پس‌آزمون و گروه كنترل بود. بدين منظور از بين هشتاد كودك مبتلا به اختلال اوتيسم مركز اوتيسم و دبستان ويژهٔ كودكان اوتيسم شهر اصفهان كه داراي معيارهاي ورود به پژوهش بودند، بيست نفر با استفاده از مقياس گارز-2، به صورت هدفمند انتخاب شدند. سپس به‌شكل تصادفي و به‌طور مساوي در دو گروه تجربي و كنترل قرار گرفتند. قبل و بعد از مداخله براي آزمودني‌ها آزمون تئوري ذهن استرنمن و همكاران (1999) اجرا شد. آزمودني‌هاي گروه تجربي به مدت 24 جلسه، هفته اي سه جلسه 60 دقيقه‌اي به تمرينات ريتميك-موسيقايي پرداختند. به‌منظور تجزيه و‌تحليل داده‌ها از تحليل كوواريانس تك متغيره و نرم‌افزار SPSS نسخهٔ 23 و سطح معناداري 0٫05 استفاده شد.
يافته‌ها: نتايج نشان داد كه ميزان نمرهٔ تئوري ذهن كودكان اوتيسم در گروه تجربي درمقايسه با گروه كنترل به‌طور معناداري افزايش پيدا كرده است (0٫002=p).
نتيجه‌گيري: موسيقي به‌عنوان پديده‌اي چند وجهي ازطريق فعال سازي نورون‌هاي آيينه‌اي و ايجاد بار عاطفي توانسته است باعث بهبود تئوري ذهن كودكان مبتلا به اختلال اوتيسم شود. در حركات ريتميك، حركت به‌عنوان ابزار روان درماني براي تقويت ادراك عاطفي، شناختي، اجتماعي و فيزيكي كودك استفاده شده است؛ لذا اين مداخلات مي‌تواند مدنظر خانواده‌ها، سازمان بهزيستي، مدارس استثنايي و مراكز توانبخشي قرار گيرد.
چكيده لاتين :
Background & Objectives: Children with autism spectrum disorder (ASD) cannot easily communicate their feelings and thoughts, and experience difficulty with imagining what others think and feel. Studies have indicated that autistic children fail to use theory of mind (TOM).
They are unable to understand the mind or others' mental states. As a complementary therapy, music therapy could enhance cognitive, social, perceptual, educational, motor, verbal, and emotional skills of children with ASD. Therefore, the present study aimed to evaluate the effect of
rhythmic–musical movements on the ToM in children with ASD.
Methods: This was a quasi–experimental study with a pretest–posttest and a control group design. The study participants were 20 7– to 9–year–
old children with ASD selected from the Autistic Children Center of Isfahan City, Iran. Moreover, they were randomly divided into an
experimental (24 exercise sessions, three 60–min weekly sessions), and a non–intervention control group (n=10). The Gilliam Autism Rating
Scale–Second Edition (GARS–2) was used to detect the severity of autism disorder in the studied individuals. This scale has 4 subscales that
assess stereotypical behaviors, communication, social interaction, and developmental disorders. Each subscale includes 14 items, i.e., scored
from 0 (never) to 3 (always). Finally, the sum of raw scores is converted into standard scores. The reliability of GARS is in the acceptable range.
Children obtaining a score of 53–84 in this test were included in this study, as a high functioning autism class. Additionally, the TOM test was
used to measure the TOM level in the study subjects. This test has been designed to measure the TOM in healthy children and those with
Pervasive Developmental Disorders (PDDs) at the age of 5–12 years. Subscale 1 (social understanding range), subscale 2 (sensitivity & insight),
and subscale 3 (emotions & thoughts acceptance) are scored as 0–20, 0–13, and 0–5, respectively. Besides, the total score of the test ranges
between 0 and 38. Of the sum–scores of the three subscales, a total score is obtained for the TOM. The greater this score, the higher levels of the
TOM the child will achieve. This test has proper reliability and validity. To analyze the collected data, one–way Analysis of Covariance
(ANCOVA) with pretest effect control was implemented. Data analysis was performed using SPSS at a significance level of p<0.05.
Results: The present study results suggested a significant difference between two groups of posttest scores in the TOM score after adjusting the
pretest scores [p<0.002, F=13.07, Eta–squared (η2) =0.43]. Therefore, the implemented exercise program had a positive and significant effect
on the TOM in the study participants.
Conclusion: The rhythm and music–based activities applied in this study could be a provocative and entertaining method for children with ASD.
Additionally, they could be an effective measure to facilitate and accept the transition to a new learning environment or to expand their social
group, leading to increased social communication and awareness. These interventions should be considered by families, the Welfare Organization, exceptional schools, and rehabilitation centers.
