leila akrami
Abstract
The purpose of this study was to determine the effectiveness of group intervention based on PEERS’ program on reducing behavioral problems and social anxiety in adolescents with high-function autism disorder. This study was performed using single-subject method and A-B-A design. The statistical ...
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The purpose of this study was to determine the effectiveness of group intervention based on PEERS’ program on reducing behavioral problems and social anxiety in adolescents with high-function autism disorder. This study was performed using single-subject method and A-B-A design. The statistical population of the study included students with autism spectrum disorder in Yazd city in the academic year of 2017-2018. Four students with high-function autism were selected through purposeful sampling method. The training sessions were organized according to the PEERS intervention program of the in 14 sessions Based on the results of the visual analysis of the data, the program has been effective in improving behavioral problems and social anxiety. In order to follow up the intervention, one month after the intervention, the children’s behavior assessment system (BASC-3) and the social anxiety questionnaire(SAS-A) were completed by mothers and adolescents.Based on the findings of this study, it seems that the nature of the intervention program with the participation of mothers together with the creation of opportunities for the interaction of adolescents lead to the improvement of social anxiety. Also, the PEERS program can have a direct and positive effect on behavioral problems. The present study provides evidence for the effectiveness of PEERS’ Program on behavioral problems and social anxiety in adolescents with High-Function Autism disorder. It seems to be the group nature of the program, use of role playing and maternal participation have important role in decrease behavioral problems and social anxiety in adolescents with high-function autism disorder.
Hossein Vaez; Yadollah Zargar; Abdolzahra Naami; Taghi Doostgharin; Mahnaz Mehrabizadeh Honarmand
Abstract
The purpose of this study was to determine the effectiveness of Family and Schools Together program on reducing the behavioral problems of primary school students in Ahvaz. This research was experimental with pre-test, post-test and follow up with control group. First, 80 primary school students (40 ...
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The purpose of this study was to determine the effectiveness of Family and Schools Together program on reducing the behavioral problems of primary school students in Ahvaz. This research was experimental with pre-test, post-test and follow up with control group. First, 80 primary school students (40 girls and 40 boys) were selected by multi-stage cluster sampling and were randomly assigned to experimental and control groups. Students, along with family members, participated in Family and Schools Together program for 8 sessions of 150 minutes for two months. In this study, a demographic and Goodman Children's Problems questionnaires were used. The experimental design was run for two months and two months after the post-test, a follow-up test was carried out. The results of the data analysis indicated that Family and Schools Together program has been effective in reducing student behavioral problems. Also, reducing the behavioral problems of children in the follow up phase has continued.
Alnaz Pourahmadi; Mohsan Jalali; Jalel Babapour; shahla Pakdaman
Abstract
The effects of life skills training on social skills and behavioral problems of children 8-10 years old with oppositional defiant disorder (ODD) was investigated in this study. This research is a semi-experimental design with pre-post tests and control group. 35 children who had received scores above ...
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The effects of life skills training on social skills and behavioral problems of children 8-10 years old with oppositional defiant disorder (ODD) was investigated in this study. This research is a semi-experimental design with pre-post tests and control group. 35 children who had received scores above the cut-off point on oppositional defiant disorder subtest of Child Behavioral Checklist (CBCL) and their problems were also confirmed by the Teacher Report Form (TRF), were selected. Then Social Skills Rating System (Teacher Report Form) was administered to their teachers. A sum of 30 child with ODD who had received below scores on social skills subtest of SSRS and their behavioral problems were confirmed in behavioral problems subtest of SSRS were also selected. Subjects were divided into control and experimental groups. Experimental group received life skills' training for 10 weeks, two-hours a week. Upon the completion of the training, SSRS (Teacher Report Form) was administered as a post-test to both groups of teachers. The results were analyzed using Mann-Whitney U and indicated that teachers in the experimental group reported a significant increase in subtests of cooperation (p>0.001), assertiveness (p>0.05), self inhibition (p>0.001) and total score of social skills (p>0.001) and significant decrease in behavior problems scores (p>0.01) of children with oppositional defiant disorder (ODD), as compared to the control group.
M.A. Sepahvandi
Abstract
The participants in this study included all the students (77 clients altogether) who visited the center during 1376-1379 (1999-2000) academic year. The instruments used for collecting research data consisted of a qusetionnainre together with individual interviews. To analyze the data the non-parametric ...
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The participants in this study included all the students (77 clients altogether) who visited the center during 1376-1379 (1999-2000) academic year. The instruments used for collecting research data consisted of a qusetionnainre together with individual interviews. To analyze the data the non-parametric test of X2 was used. The findings of the study show that the most frequent causes of the students’ visit the counseling center were psychological problems (34 cases), social problems (52 cases), family problems (30 cases), and educational problems (16 cases). Most of them stated that their problems had started from the outset of studying in the University (61 cases). Only 16 cases stated that they had the problem before entering the University.
