Journal of Applied Psychological Research

Journal of Applied Psychological Research

Comparing the Effectiveness of Two Intervention Methods Based on Education with Music Software and Visual Communication on Stereotyped Movements and Hand-Eye Coordination in Children with Autism

Document Type : Research Paper

Authors
Azadeh Talebi 1
Leila Kashani Vahid Kashani Vahid 2
Maryam Asase 1
Gholam Ali Afrooz 3
Manouchehr Moradi Sabzevar 4
1 Department of Psychology and Education of Exceptional Children, Faculty of Humanities and Social Sciences, Research Sciences Branch, Islamic Azad University, Tehran, Iran.
2 Assistant Professor, Department of Psychology and Education of Exceptional Children, Faculty of Humanities and Social Sciences, Research Sciences Branch, Islamic Azad University, Tehran, Iran.
3 Department of Psychology and Education of Exceptional Children, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran.
4 Department of Electrical and Computer Engineering, Faculty of Electrical and Computer Engineering, University of Tehran, Tehran, Iran.
10.22059/japr.2023.357898.644599
Abstract
This study aimed to evaluate the efficacy of two intervention methods based on education with music software and visual communication, in addressing stereotyped movements and hand-eye coordination in autistic children in Amol city. Applied research and quantitative data collection method (semi-experimental) were implemented with a pre-test-post-test and follow-up design. The research population was comprised of all minors diagnosed with autism disorder at the Khurshid Autism Center in Amol city in 2022. Randomly divided into three groups (2 experimental groups and 1 control group), the sample size was selected from 45 volunteers (24 males and 21 girls). The autism diagnostic questionnaire (GARS) and the motor-visual test (DTVP) were implemented. The video communication method (PECS) was implemented in six sessions, each lasting 30 minutes, and music software training was conducted in ten sessions. The data were subjected to multivariate covariance analysis and the LSD post hoc test using the spss24 software. The results indicated a distinction between the experimental groups and the control group. Treatment intervention programs demonstrated a positive outcome (P<0.05). The therapeutic interventions in the experimental groups remained stable after one month, as indicated by the results of the follow-up test. Music software training was demonstrated to be effective in enhancing the hand-eye coordination and stereotyped movements of autistic children. Consequently, its application in autistic individuals was justified.
Keywords
Autistic Children
Hand-Eye Coordination
Picture Exchange Communication System (PECS)
Stereotyped Movements
Training with Music Software
احمدی،س.ج.، صفری، ط.، همتیان،م.، خلیلی،ز. (1391). راهنمای آزمون تشخیصی اوتیسم گیلیام (نسخه فارسی)، [برای] مرکز آموزش و توان‌بخشی کودکان اوتیسم اصفهان، چاپ اول، انتشارات جهاد دانشگاهی واحد اصفهان.
احمدی‌زاده.ف.، کشاورز. س.، و کاکاوند. ع.(1400)، تأثیر موسیقی درمانی فعال بر الگوهای پردازش حسی و مهارت‌های حرکتی کودکان اختلال طیف اتیسم سطح یک. مجلۀ سلامت و آموزش در اوان کودکی، 2(3). 35-15. http://jeche.ir/article-1-49-fa.html
انجمن روان‌شناسی آمریکا.(1386). راهنمای تشخیصی و آماری اختلال‌های روانی، ترجمه محمدرضا نیکخو و هامایاک آوانیس یانس، تهران نشر سخن.
ترابی. ف.، و رضوی، م. (1399) . تأثیر مهارت‌های حرکتی ظریف بر حرکات کلیشه‌ای کودکان مبتلا به طیف اوتیسم. فصلنامۀ رشد و یادگیری حرکتی ورزشی، 12(4)،80-68. https://doi.org/10.22059/jmlm.2021.317203.1556
جهانی.م.، شادمهر. م.، و اژدری.، آ. (1399). اثربخشی موسیقی درمانی بر کاهش رفتارهای کلیشه‌ای کودکان دارای اختلال طیف اوتیسم. مجلۀ روان‌شناسی و علوم رفتاری ایران، 22(2)، 16 – 9. https://psyj.ir/user/articles/2790
سلطانی‌نژاد.، س.، کاشی، ع.، زارع زاده. م.، و قاسمی. ع. (1399). اثربخشی فعالیت‌های حرکتی با و بدون موسیقی بر چالاکی دست‌های کودکان با اختلال طیف اوتیسم. نشریه توانمندسازی کودکان استثنایی، 11(1)، 125-110. https://doi.org/10.22034/ceciranj.2020.221029.1342
عباسی.ف.، سلیمانی. ش.، و ارجمندنیا. ع. ا. (1397). تأثیر آموزش مهارت‌های ادراک دیداری–حرکتی کپارت بر کاهش رفتارهای کلیشه‌ای کودکان مبتلا به اختلال طیف اوتیسم. فصلنامۀ سلامت روان کودک، 5(3)، 92-80. http://childmentalhealth.ir/article-1-305-fa.html
فارل. م. (1396) ، درخودماندگی و مشکلات ارتباطی. ترجمه احمد به پژوه و محدثه محمودی. تهران: نشر آوای نور.
فراستیک، م.، و لف آور، و.(1402). آزمون پیشرفته ادراکی-بینایی فراستیگ، تشخیص و درمان، ترجمه مصطفی تبریزی و معصومه موسوی. تهران نشر فراروان.
کاظمی، ف.، و ابوالقاسمی. ع. (1398). تأثیر آموزش همدلی بر پایۀ بازی بر مهارت‌های ارتباطی و رفتارهای کلیشه‌ای دانش‌آموزان طیف اوتیسم. مطالعات روانشناختی، 15(2)، 86-64. https://doi.org/10.22051/psy.2019.21266.1686
کردنوقابی، ر. و درتاج، ف. (1386)، هنجاریابی، روایی و پایایی آزمون ادراک دیداری فراستیگ در بین دانش آموزان پایه های اول و دوم دوره ابتدایی شهر تهران. فصلنامۀ روان‌شناسی کاربردی،1(3)، 85-72. https://apsy.sbu.ac.ir/article_94475.html?lang=fa
کرم‌پور. م، هاشمی رزینی. هـ.، غلامعلی لواسانی. م. و وکیلی. س. (1400). اثر بخشی برنامۀ مداخله‌ای مبتنی بر آموزش ارتباط کارکردی بر رفتارهای کلیشه‌ای، رفتارهای کشاکش برانگیز و رفتارهای آسیب به خود کودکان با اختلال طیف اوتیسم. فصلنامۀ سلامت روان کودک، 8(3)، 57-44. http://childmentalhealth.ir/article-1-1054-fa.html
کیهانی. ف.، طاهری. ح.، سهرابی. م.، جباری نوقابی. م.، و خداشناس. ع. (1399). تأثیر تمرینات منتخب ویدویی-تعاملی بر مهارت‌های حرکتی درشت، هماهنگی چشم و دست و شدت علائم اختلال کودکان 6 تا 9 سال مبتلا به اختلالات طیف اوتیسم. مجلۀ علوم پیراپزشکی و توانبخشی مشهد، 9(3). 50-39. https://doi.org/10.22038/jpsr.2020.45276.2055
لاچینی. ع. و پیرداده. م. (1396). اثر بخشی موسیقی درمانی بر افزایش مهارت‌های اجتماعی کودکان دارای اختلال اتیستیک. چهارمین کنفرانس بین المللی نوآوری های اخیر در روان‌شناسی، 22 تیر 1396، تهران، ایران. https://civilica.com/doc/670460
مرادی مخلص، ح.، و باقری، ش. (1399)، تأثیر محیط تلفیقی موسیقی محور بر مهارت های رشد حرکتی در کودکان طیف اوتیسم، یک مطالعۀ نیمه تجربی. مجلۀ دانشگاه علوم پزشکی رفسنجان، 19(10)، 1053-1035. http://journal.rums.ac.ir/article-1-5266-fa.html
همائی، ر. (1396)، روان‌شناسی و آموزش کودکان استثنایی، تهران نشر خاتم الانبیاء
References
Abbasi.F., Soleimani. S., & Arjamandania. A. A. (2018). The effect of Kpart visual-motor perception skills training on reducing stereotyped behaviors of children with autism spectrum disorder. Journal of Child Mental Health, 5(3). 80-92. http://childmentalhealth.ir/article-1-305-en.html (In Persian)
Ahmadi, S. J., Safari, T., Hamtian, M., & Khalili, Z. (2011). Gilliam's autism diagnostic test guide (Persian version), [for] Isfahan Autistic Children's Education and Rehabilitation Center, first edition, Isfahan University of Jihad Publications. (in Persian)
Ahmadizadeh, F., Keshavarz, S., & Kakavand, A. (2021), The effect of active music therapy on sensory processing patterns and motor skills of children with autism spectrum disorder level one. Journal of Health and Education in Early Childhood, 2(3). 15-35. http://jeche.ir/article-1-49-en.html (In Persian)
American Psychological Association. (2005). Diagnostic and statistical manual of mental disorders, translated by Mohammad Reza Nikkho and Hamayak Avanis Yanes, Tehran, Sokhon Publishing House. (in Persian).
Azhari, A., Azizan, F., & Esposito, G. (2019). A systematic review of gut-immune-brain mechanisms in autism spectrum disorder. Developmental Psychobiology, 61(5), 752-771. https://doi.org/10.1002/dev.21803
Bharathi, G., Venugopal, A., & Vellingiri, B. (2019). Music therapy as a therapeutic tool in improving the social skills of autistic children. The Egyptian Journal of Neurology, Psychiatry and Neurosurgery, 55, 44. https://doi.org/10.1186/s41983-019-0091-x
Bondy, A. S., & Frost, L. A. (1994). The picture exchange communication system. Focus on Autistic Behavior, 9(3), 1-19. https://doi.org/10.1177/108835769400900301
Brand, H. J. (1989). Reliability of the Frostig Test of visual perception in a South African sample. Perceptual and Motor Skills, 69(1), 273-274. https://doi.org/10.2466/pms.1989.69.1.273
Caro, K., Tentori, M., Martinez-Garcia, A. I., & Alvelais, M. (2017). Using the FroggyBobby exergame to support eye-body coordination development of children with severe autism. International Journal of Human-Computer Studies, 105, 12-27. https://doi.org/10.1016/j.ijhcs.2017.03.005
Chung, S., & Woo Son, J. (2020). Visual perception in autism spectrum disorder: A review of neuroimaging studies. Journal of Korean Academy of Child and Adolescent Psychiatry. 31(3):105-120. https://doi.org/10.5765/jkacap.200018
Dănciulescu, T., & Zaharia, A. (2023). Piano with a twist: A pilot study exploring the preliminary effects of a piano therapy program for children with autism spectrum disorder. The Arts in Psychotherapy, 82, 101987. https://doi.org/10.1016/j.aip.2022.101987
Farrell, M. (2012), The effective teacher's guide to autism and communication difficulties: Practical strategies. Translated by Ahmed Beh Pajoh and Mohdeseh Mahmoudi (2017). Tehran: Avai Noor. (In Persian)
Frostig, M., & Lefever, D. W. (2023). Frostig's advanced visual-perceptual test, diagnosis and treatment. Translated by Mustafa Tabrizi and Masoume Mousavi. Tehran: Farawan. (in Persian).
Gilliam, J. E. (1995). Gilliam autism rating scale. Austin, TX: Pro-Ed. Google Scholar
Homai, R. (2017), psychology and education of exceptional children, Tehran, Khatam al-Anbia publishing house. (In Persian)
Jahani, M., Shadmehr, M., & Azhdari., A. (2020). The effectiveness of music therapy on reducing stereotyped behaviors of children with autism spectrum disorder. Iranian Journal of Psychology and Behavioral Sciences, 22(2), 16-9. https://psyj.ir/user/articles/2790 (In Persian)
Karampour, M., Hashemi Razini, E., Gholam Ali Lavasani, M., & Vakili, S. (2021). The effectiveness of an intervention program based on functional communication training in stereotyped behaviors, challenging behaviors and self-harming behaviors in children with autism spectrum disorder. Journal of Child Mental Health, 8(3), 44-57. http://dx.doi.org/10.52547/jcmh.8.3.5 (In Persian)
Kazemi, F., & Abul Qasemi. A. (2019). The effect of game-based empathy training on the communication skills and stereotypical behaviors of students in the autism spectrum. Journal of Psychological Studies, 15(2), 25-40. https://doi.org/10.22051/psy.2019.21266.1686 (In Persian)
Keihani, F., Taheri Torbati, H., Sohrabi, M., Jabbari Nooghabi, M., & Khodashenas, E. (2020). The effect of the selective video-interactive exercises on gross motor skills, eye-hand ‎coordination, and severity of disorder symptoms in children (age range: 6-9 years) ‎with autism spectrum disorder. Journal of Paramedical Sciences & Rehabilitation, 9(3), 39-50. https://doi.org/10.22038/jpsr.2020.45276.2055 (In Persian)
Kurd Noqabi. R. & Dartaj. F. (2007). Normization, validity and reliability of frostic visual perception test among first and second grade students in Tehran. Applied Psychology Quarterly. 1(3). 72-85. https://apsy.sbu.ac.ir/article_94475.html?lang=fa (In Persian)
Lachini A. & Pirdadeh M. (2017). Effectiveness of music therapy on increasing social skills of children with autistic disorder. Fourth international conference on recent innovations in psychology: Counseling and behavioral sciences, 13 July 2017, Tehran, Iran. https://en.civilica.com/doc/670460/ (In Persian)
Lecavalier, L. (2005). An evaluation of the Gilliam autism rating scale. Journal of Autism and Developmental Disorders, 35, 795-805. https://doi.org/10.1007/s10803-005-0025-6
Moradi Mokhlas, H., & Bagheri, S. (2020). The effect of music-based blended environment on the development of motor skills in children with autism: A quasi-experimental study. Journal of Rafsanjan University of Medical Sciences. 6(19). 1053-1035. http://dx.doi.org/10.29252/jrums.19.10.1035 (In Persian)
Pacia, C., Holloway, J., Gunning, C., & Lee, H. (2021). A systematic review of family-mediated social communication interventions for young children with autism. Review Journal of Autism and Developmental Disorders, 9, 208-234. https://doi.org/10.1007/s40489-021-00249-8
Roach, N. W., & Hogben, J. H. (2004). Attentional modulation of visual processing in adult dyslexia: A spatial-cuing deficit. Psychological Science, 15(10), 650-654. https://doi.org/10.1111/j.0956-7976.2004.00735.x
Shire, S. Y., & Jones, N. (2015). Communication partners supporting children with complex communication needs who use AAC: A systematic review. Communication Disorders Quarterly, 37(1), 3-15. https://doi.org/10.1177/1525740114558254
Soltanijad., S., Kashi, A., Zarezadeh. M., & Ghasemi. A. (2020). The effectiveness of movement activities with and without music on the dexterity of the hands of children with autism spectrum disorder. Journal of Empowering Exceptional Children. 11(1). 110-125. https://doi.org/10.22034/ceciranj.2020.221029.1342 (In Persian)
Turabi, F., & Razavi, M. (2019). The effect of fine motor skills on stereotypic movements of children with autism spectrum. Journal of Motor-Sports Development and Learning, 12(4), 68-80. https://doi.org/10.22059/jmlm.2021.317203.1556 (In Persian)
Wang, P., & Krata, J. (2017). Theories of educating students with autism spectrum disorder. In H. M. Chiang (eds). Curricula for teaching students with autism spectrum disorder. Autism and child psychopathology series. Springer, Cham. https://doi.org/10.1007/978-3-319-69983-7_2
Wu, Q., Xu, R., Liu, Y., Lottridge, D., & Nanayakkara, S. (2022). Players and performance: Opportunities for social interaction with augmented tabletop games at centers for children with autism. Proceedings of the ACM on Human-Computer Interaction, 6(ISS), 161-184. https://doi.org/10.1145/3567716
Journal of Applied Psychological Research
Volume 16, Issue 2
Spring 2025
Pages 33-46

  • Receive Date 17 April 2023
  • Revise Date 13 June 2023
  • Accept Date 24 June 2023
  • First Publish Date 18 December 2023
  • Publish Date 22 June 2025