دوره 6، شماره 3 - ( 5-1399 )
جلد 6 شماره 3 صفحات 186-175 |
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Shabani Minaabad M, Dorani Lomar S. The Effects of Children’s Pedagogical Songs on Social, Linguistic, and Written Skills Development in Children With Autism Spectrum Disorders. JCCNC 2020; 6 (3) :175-186
URL: http://jccnc.iums.ac.ir/article-1-251-fa.html
URL: http://jccnc.iums.ac.ir/article-1-251-fa.html
The Effects of Children’s Pedagogical Songs on Social, Linguistic, and Written Skills Development in Children With Autism Spectrum Disorders. نشریه مراقبت پرستاری مددجو محور. 1399; 6 (3) :175-186
چکیده: (2052 مشاهده)
Background: Children with Autism Spectrum Disorder (ASD) lack sufficient language and writing abilities and experience delays in the development of their social activities. Thus, this study aimed at determining the effects of children’s pedagogical songs on the development of social as well as writing and speaking abilities in children with ASD.
Methods: This was a quasi-experimental study with a pre-test, post-test and a control group design. The study sample consisted of 30 children aged 8-10 years with ASD referring to the Welfare Organization in 2018. The necessary data were collected by the Vineland Social Maturity Scale (VSMS) and the Test of Language Development (TOLD). The collected data were analyzed by descriptive statistics as well as Multivariate Analysis of Covariance (MANCOVA) and one-way Analysis of Covariance (ANCOVA) in Manhwa Text using SPSS.
Results: The present research results suggested that rhythmic poetry training was effective on the development of social activities (P<0.01), linguistic skills (P<0.01), and writing abilities (P<0.05) in the explored subjects.
Conclusion: Based on the obtained results, poetry therapy increased using appropriate language skills, social skills, and written activities in children with ASD. We suggest implementing this method, as an effective intervention, in schools, health centers, and speech therapy centers for children with ASD.
Methods: This was a quasi-experimental study with a pre-test, post-test and a control group design. The study sample consisted of 30 children aged 8-10 years with ASD referring to the Welfare Organization in 2018. The necessary data were collected by the Vineland Social Maturity Scale (VSMS) and the Test of Language Development (TOLD). The collected data were analyzed by descriptive statistics as well as Multivariate Analysis of Covariance (MANCOVA) and one-way Analysis of Covariance (ANCOVA) in Manhwa Text using SPSS.
Results: The present research results suggested that rhythmic poetry training was effective on the development of social activities (P<0.01), linguistic skills (P<0.01), and writing abilities (P<0.05) in the explored subjects.
Conclusion: Based on the obtained results, poetry therapy increased using appropriate language skills, social skills, and written activities in children with ASD. We suggest implementing this method, as an effective intervention, in schools, health centers, and speech therapy centers for children with ASD.
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