پديد آورندگان :
عزيزيان، افسانه دانشگاه آزاد اسلامي واحد شاهرود، شاهرود، ايران - دانشكدهٔ علوم انساني - گروه روان شناسي , شريفي درآمدي، پرويز دانشگاه علامه طباطبايي، تهران، ايران - دانشكدهٔ روان شناسي و علوم تربيتي - گروه روان شناسي و آموزش كودكان استثنايي
چكيده فارسي :
زمينه و هدف: مداخلهٔ مبتني بر نظام ارتباط ازطريق تبادل تصوير (پكس) به عنوان بسته‌‌اي آموزشي-درماني در مطالعات زيادي توسط روان‌شناسان حوزهٔ كودكان به‌كار رفته است؛ درحاليكه در ايران اين مداخله كمتر استفاده شده است؛ بنابراين، پژوهش حاضر با هدف بررسي اثربخشي نظام ارتباط ازطريق تبادل تصوير (پكس) و اثربخشي آن بر خودتنظيمي هيجاني كودكان داراي اتيسم با كاركرد بالا انجام گرفت.
روش بررسي: طرح پژوهش، نيمه‌آزمايشي از نوع پيش‌آزمون-پس‌آزمون با گروه گواه بود. جامعهٔ آماري پژوهش كودكان داراي اتيسم با كاركرد بالا در شهر تهران در سال 1397 بودند. به همين منظور، به‌شيوهٔ نمونه‌گيري دردسترس سي نفر انتخاب شده و به‌طور تصادفي در گروه‌هاي آزمايشي (پانزده نفر) و گواه (پانزده نفر) قرار گرفتند. گروه آزمايش در 25 جلسه‌ٔ 45دقيقه‌اي آموزش نظام ارتباط ازطريق تبادل تصوير شركت كرد؛ درحاليكه براي گروه گواه هيچ مداخله‌اي ارائه نشد. ابزار استفاده‌شده براي سنجش خودتنظيمي هيجاني، چك‌ليست تنظيم هيجان شيلدز و سيچتي (1995) بود. داده‌هاي به‌‌دست‌آمده با روش آماري آزمون تحليل كوواريانس چندمتغيره (مانكوا) تجزيه‌‌و‌تحليل شد. تحليل داده‌ها با استفاده از نرم‌افزار SPSS نسخهٔ 16 و در سطح معناداري 0٫05 انجام پذيرفت.
يافته‌ها: نتايج نشان داد كه مداخلهٔ مبتني‌بر نظام ارتباط ازطريق تبادل تصوير تأثير معناداري بر تنظيم هيجاني كودكان داراي اتيسم با كاركرد بالا دارد (0٫009=p)؛ اما بر بعد منفي‌گرايي/بي‌ثباتي تأثير معناداري ندارد.
نتيجه‌گيري: براساس نتايج اين پژوهش، جهت بهبود مهارت تنظيم هيجان كودكان داراي اتيسم با كاركرد بالا مي‌توان از مداخلهٔ مبتني‌بر نظام ارتباط ازطريق تبادل تصوير استفاده كرد.
چكيده لاتين :
Background & Objectives: Severe deficiencies in social skills, emotional self–regulation, and adaptation are among the major cognitive and behavioral abnormalities caused by Autism Spectrum Disorder (ASD); these are associated with great challenges in the lives of affected children,
their families, and other dependents. No definitive treatment has been identified for this disorder. Various therapies have been designed to improve numerous deficits; each of which has been successful. Therefore, the present study aimed to evaluate the effect of Picture Exchange
Communication System (PECS) on the emotion self–regulation of children with High–Functioning Autism (HFA).
Methods: This was an applied and quasi–experimental study with a pretest–posttest and a control group design. The statistical population of this
research included all HFA children in Tehran Province, Iran, in 2017. The study participants were identified based on the definitive diagnosis of
a psychiatrist and using Autism Screening Questionnaire. Convenience sampling technique was implemented to select the study subjects from
the Autism Schools of Ziafat and Quds in Shahriar region. The study subjects and their parents provided consent to participate in the present
research. A total of 30 participants were randomly assigned into the control (n=15) and intervention (n=15) groups. The intervention group
received 25 sessions of PECS training (each session: 45min), while the controls received no intervention. The Emotion Regulation tool was used
to assess the study variable. This tool was designed by Shields and Ciccetti (1995) and includes 24 items that measure emotional processes and
adjustments in children. The items are responded in a four–point Likert–type scale (from 1=never to 4=always). Moreover, the scale is divided
into two subscales of emotion regulation and instability/negativity. A study that examined the psychometric properties of this instrument reported
Cronbach’s alpha coefficient of 0.90 and 0.79 for instability/negativity and emotion regulation subscales, respectively. The data gathering tool
was completed in two stages of the pretest and posttest (after the implementation of the training program) by both study groups. Then, the
collected data were analyzed using descriptive and experimental methods. Multivariate Analysis of Variance (MANCOVA) was used to analyze
the obtained data. Data analysis was performed in SPSS and the significance level of 0.05.
Results: The current study findings indicated that intervention based on PECS significantly impacted emotion regulation (p=0.009) in the study
subjects; however, the training program had no impact on lability/negativity (p=0.093) in the study participants.
Conclusion: According to the present study results, using the PECS, as an intervention, could improve the communication skills in children with
HFA and consequently, the development of these skills. PECS also could assist children with autism to better controlling and expressing their emotions.
