fa بررسی اثر‌بخشی مداخلهٔ روانی- اجتماعی بر رفتارهای چالش‌انگیز کودکان طیف اوتیسم با عملکرد بالا روانشناسی Psychology مقاله پژوهشی اصیل Original Research Article <p style="text-align: justify;"><strong>هدف</strong>: رفتارهای چالش‌انگیز مشکلی رایج در کودکان با اختلال طیف اوتیسم است. هدف این پژوهش بررسی اثر‌بخشی مداخلهٔ روانی-اجتماعی بر کاهش رفتارهای چالش‌انگیز کودکان اختلال طیف اوتیسم با عملکرد بالا بود.</p> <p style="text-align: justify;"><strong>روش‌بررسی</strong>: روش این پژوهش از نوع نیمه‌آزمایشی با طرح پیش‌آزمون-پس‌آزمون با گروه کنترل بود. تعداد ۲۴ کودک در دامنهٔ سنی ۱۰ تا ۱۲ سال به روش نمونه‌گیری در دسترس در استان یزد انتخاب شدند و سپس به‌صورت تصادفی در دو گروه آزمایش و کنترل قرار گرفتند. در این پژوهش برای ارزیابی رفتارهای چالش‌انگیز کودکان از پرسشنامه‌های گارز (GARS) و برای ارزیابی طیف اوتیسم کودکان از پرسشنامهٔ صفات طیف اوتیسم (AST) استفاده شد. پس از اجرای پیش‌آزمون برای گروه آزمایش در طی ۱۰ جلسه مداخله برای کودکان و به‌طور همزمان ۱۰ جلسهٔ آموزشی ویژهٔ والدینشان انجام شد. بعد از اتمام آن در هر دو گروه آزمایش و کنترل پس‌آزمون اجرا شد. به‌منظور تحلیل داده‌ها از روش تحلیل کواریانس استفاده شد.</p> <p style="text-align: justify;"><strong>یافته‌ها</strong>: نتایج نشان داد که رفتارهای چالش‌انگیز و مهارت‌های اجتماعی در مرحلهٔ قبل از مداخله و بعد از مداخله اختلاف معناداری داشته است (۰٫۰۰۱&ge;<em>p</em>)؛ اما تفاوت نمرهٔ مهارت‌های ارتباطی آزمودنی‌ها در پیش‌آزمون و پس‌آزمون از لحاظ آماری معنادار نبود.</p> <p style="text-align: justify;"><strong>نتیجه‌گیری</strong>: مداخلهٔ روانی-اجتماعی بر کاهش رفتارهای چالش‌انگیز و بهبود مهارت‌های اجتماعی کودکان طیف اوتیسم با عملکرد بالا تأثیر مثبت و معناداری دارد.</p> <p style="text-align: justify;"><strong>Objective: </strong>Autism is a neurodevelopmental disorder characterized by deficits in communication and social interactions, as well as patterns of repetitive or restrictive behaviors and interests. Challenging behavior occurs at very high rates among individuals with Autism and is broadly defined as behavior that jeopardizes an individual or excludes them from community involvement. Common challenging behaviors that occur across the lifespan include self-stimulation and stereotypy, self-injury, noncompliance, physical aggression, and other destructive or disruptive behaviors. Challenging behaviors impede learning, social and adaptive skill acquisition, and may lead to extended hospital admissions or the use of physical or chemical restraints. A number of studies provide evidence for the use of behavioral and psychosocial interventions as a first line treatment for the core symptoms of Autism in children. This study examined the impact of psycho-social intervention on challenging behavior in children with high- functioning autism spectrum disorder.</p> <p style="text-align: justify;"><strong>Methods: </strong>According to the objective of the study, a two-group experimental design with pretest-posttest was administered. The statistical population of research included 24 children with autistic spectrum disorder, aged 8-12 years old who were divided into two groups. First, the ASD was used to study the symptoms of autistic disorder in children and to determine the severity and number of autistic traits. Then, GARS check list was applied to evaluate the challenging behavior. Only the experimental group participated in the psycho-social intervention group training. The group training ran for both parents and children in 10 sessions each lasting for 60 minutes. Later on, the post-test was administered for both groups.</p> <p style="text-align: justify;">Group training objective summary: During these ten sessions, parents learned how to behave and control the challenging behavior in their children. First; they become familiar with ASD syndrome and types of challenging behavior in their children. As the sessions continued parents learned how to recode their children behaviors at home. During the sessions it was emphasized that parents need to control stress in their children behaviors. In psycho-social program, parents play an active role in controlling and training their children&#39;s behaviors.</p> <p style="text-align: justify;">In 10 sessions held for the children, at first we recorded their challenging behaviors, then with games predetermined, they became aware of their challenging behaviors. We used behavior techniques such as Reinforcement and punishment in correct potions. In the following stages, children learned how to regulate their emotion in relation to the environment.</p> <p style="text-align: justify;"><strong>Results: </strong>The results showed that, the mean score for challenging behavior in experimental group was 34.58 (SD= 4.31) in pretest and was 24.50 (SD= 1.93) in posttest. Moreover, the mean score for social interaction in experimental group in pretest was 37.67 (SD= 4.33) and was 34.08 (SD= 4.12) in posttest. ANCOVA was used to compare the pretest and posttest results. A significant difference was observed between the two groups of this study in challenging behavior (f=21.04, P&le;0.0001) and social interaction (f=5.08, P&le;0.037).</p> <p style="text-align: justify;"><strong>Conclusion: </strong>Psycho-social intervention included both training sessions with parents and with their children. We used behavioral technique in training sessions with children. Previous reviews have supported the use of behavioral intervention for the reduction of challenging behaviors including self-injury, stereotype, and aggression. On the other hand, training self-management to children with autism spectrum disorder has a positive effect in reducing challenging behavior. Redirecting behavior involves the prompting of an alternative appropriate response contingent on occurrence of the target behavior. In our research we use the mechanism of redirecting behavior to reduce challenging behavior. Thus, we can conclude that in an intervention program that both parents and their children participate, following the taught techniques is useful to decrease challenging behavior.</p> مداخلهٔ روانی-اجتماعی, اختلال طیف اوتیسم با عملکرد بالا, رفتارهای چالش‌انگیز psychosocial intervention, challenging behavior, high functional autism spectrum disorder 56 61 http://jdisabilstud.org/browse.php?a_code=A-10-547-1&slc_lang=fa&sid=1 Farangis Demehri فرنگیس دمهری farangis_demehri@yahoo.com 100319475328460022263 100319475328460022263 No Allameh Tabataba’i University دانشگاه علامه طباطبائی Hamid Alizade حمید علیزاده hamidalizadeh1@yahoo.com 100319475328460022264 100319475328460022264 Yes Alame Tabataba’i University دانشگاه علامه طباطبائی Shahla Pezeshk شهلا پزشک sh.pezeshk@gmail.com 100319475328460022265 100319475328460022265 No Alame Tabataba’i University دانشگاه علامه طباطبائی Farangis Kazemi فرنگیس کاظمی farangis_kazemi@yahoo.com 100319475328460022266 100319475328460022266 No Alame Tabataba’i University دانشگاه علامه طباطبائی Noorali Farokhi نورعلی فرخی farrokhinoorali@yahoo.com 100319475328460022267 100319475328460022267 No Alame Tabataba’i University دانشگاه علامه طباطبائی