Volume 2, Issue 1 (March 2020)
IEEPJ 2020, 2(1): 57-70 |
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1- PHD Student of Children with Special Needs, University of Isfahan, Isfahan
2- Professor of Children with Special Needs, University of Isfahan, Isfahan
3- Assistant Professor of Children with Special Needs, University of Isfahan, Isfahan
2- Professor of Children with Special Needs, University of Isfahan, Isfahan
3- Assistant Professor of Children with Special Needs, University of Isfahan, Isfahan
Abstract: (3048 Views)
The purpose of this study was to determine the effectiveness of symbolic play on the social interaction of children aged 4-6 years with high-performance autism disorders. This research has been carried out within the framework of a single-subject experimental design. Three children with high performance autism were selected through targeted sampling. Training sessions were arranged in 36 one and a half hours’ sessions, for 4 days per week. To measure the dependent variable, the Autism Treatment Evaluation Checklist (ATEC) was completed by instructors. In order to analyze the data, baseline, intervention, and follow-up positions of each subject was plotted on the graph. The visual analysis, change reliability index, and recovery percentage index, percentage of non-overlapping data, and percentage of overlapping data were used to interpret these graphs. Based on the results of the visual analysis of the data, the intervention has been effective in improving the social interaction of all three participants. Reliability index Change in the intervention phase was 3.74, 7.1 and 6.4, all of which are significant (P < 0.05). Based on the findings of this study, early intervention in the teaching of symbolic play skills can be used as an effective interventional method for improving social skills in pre-school children with autism spectrum disorder.
Type of Study: Original |
Subject:
Evolutionary Psychology
Received: 2019/08/5 | Accepted: 2019/10/11 | Published: 2020/03/26
Received: 2019/08/5 | Accepted: 2019/10/11 | Published: 2020/03/26
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