1- Department of Exceptional Child Psychology, Ahvaz Branch, Islamic Azad University
2- Department of Exceptional Child Psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran
3- Department of Psychology, Ahvaz Branch, Islamic Azad University; Department of Cognitive Rehabilitation, Shahid Beheshti University
4- Department of Psychology, Ahvaz Branch, Islamic Azad University
2- Department of Exceptional Child Psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran
3- Department of Psychology, Ahvaz Branch, Islamic Azad University; Department of Cognitive Rehabilitation, Shahid Beheshti University
4- Department of Psychology, Ahvaz Branch, Islamic Azad University
Abstract: (1322 Views)
Background and Aim: Autism spectrum disorder is a wide range of developmental disabilities diagnosed by socio-communication disorders,and repetitive behavioral patterns. Autism is a multifaceted disorder with complex symptoms that can be early detected. Although multiple illnesses are commonly reported among people with autism, people in this spectrum vary greatly in the presentation of symptoms and the level of the disorder. These symptoms can be detected from the age of 18 to 24 months through accurate assessments. Children with autism experience many emotional and behavioral problems including anxiety, depression, lawlessness, aggression, self-harm, inattention, hyperactivity, irritability and abnormal thinking. It is believed that there is a deficit of executive function in children with autism. Executive functions are a general term that refers to mental control processes related to their physical, cognitive, and emotional control and are necessary to maintain effective goal-direct behaviors. Therefore, Cognitive rehabilitation is one of the new methods that can be used to improve the performance children with autism spectrum disorder. Therefore, the present study aimed to investigate the effectiveness of cognitive rehabilitation of attention and memory on behavioral problems and executive functions in children with autism spectrum disorder.
Methods: This quasi-experimental study was performed in a pretest-posttest experiment design with a control group. The statistical population consisted of all students with autism spectrum disorder in Shiraz during 2020. 44 students were selected by available sampling method and randomly assigned into experimental (n=22) and control groups (n=22). Research instruments included Autism Scope Questionnaire (ASSQ) (Ehler et al,1993), stroop test(Ridley,1953), continuous performance test (Rosvold,1956), Wisconsin Card Sorting Test (Grant et al,1948) and N-Back test(Kirchner,1958). The intervention was performed on the experimental group based on cognitive rehabilitation of attention and memory during 13 sessions (60 minutes) for 3 months, 3 sessions per week and 1 hour per session during 3 months. A one-way covariance test was used to analyze the data by SPSS version 24.
Results: The findings showed a significant improvement in behavioral problems (p<0/001) and components of executive functions such as planning (p<0.001), inhibition (p<0.001), sustained attention (p <0.001) and working memory (p<0.001) in the experimental group comparing to the pre-test scores.
Conclusion: In general, the findings of this study indicate that the cognitive rehabilitation of attention and memory intervention is effective on behavioral problems and components of executive functions such as planning, inhibition, sustained attention and working memory of autism children. If the social and personal problems in autism spectrum disorder persist, it will lead to trauma and psychological stress, and eventually the collapse of their individual and family systems.
Methods: This quasi-experimental study was performed in a pretest-posttest experiment design with a control group. The statistical population consisted of all students with autism spectrum disorder in Shiraz during 2020. 44 students were selected by available sampling method and randomly assigned into experimental (n=22) and control groups (n=22). Research instruments included Autism Scope Questionnaire (ASSQ) (Ehler et al,1993), stroop test(Ridley,1953), continuous performance test (Rosvold,1956), Wisconsin Card Sorting Test (Grant et al,1948) and N-Back test(Kirchner,1958). The intervention was performed on the experimental group based on cognitive rehabilitation of attention and memory during 13 sessions (60 minutes) for 3 months, 3 sessions per week and 1 hour per session during 3 months. A one-way covariance test was used to analyze the data by SPSS version 24.
Results: The findings showed a significant improvement in behavioral problems (p<0/001) and components of executive functions such as planning (p<0.001), inhibition (p<0.001), sustained attention (p <0.001) and working memory (p<0.001) in the experimental group comparing to the pre-test scores.
Conclusion: In general, the findings of this study indicate that the cognitive rehabilitation of attention and memory intervention is effective on behavioral problems and components of executive functions such as planning, inhibition, sustained attention and working memory of autism children. If the social and personal problems in autism spectrum disorder persist, it will lead to trauma and psychological stress, and eventually the collapse of their individual and family systems.
Keywords: Executive Functions, Autism Spectrum Disorder, Behavioral Problems, cognitive rehabilitation
Type of Study: Original Research Article |
Subject:
Psychology
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