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:: Volume 7, Issue 3 (Vol7 No3 Fall 2020- 2020) ::
J Child Ment Health 2020, 7(3): 291-303 Back to browse issues page
Comparison of the Effectiveness of Pivotal Response Treatment Model and Therapeutic-Educational Model for Children with Autism and Related Disabilities with Emphasis on Sensory Integration on the Executive Functions of Students with Autism Spectrum Disorder
Amir Nikookholgh1 , Mohammad Reza Saffarian Toosi * 2, Hamid Nejat3 , Ahmad Zendedel4
1- Neyshabur Branch, Islamic Azad University, Neyshabur, Iran
2- Department of Psychology, Mashhad Branch, Islamic Azad University, Mashhad, Iran
3- Department of Psychology, Quchan Branch, Islamic Azad University, Quchan, Iran
4- Department of Statistics, Neyshabur Branch, Islamic Azad University, Neyshabur, Iran
Abstract:   (968 Views)
Background and Purpose: Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder that negatively affects different dimensions of child development. Executive dysfunction is one of the symptoms of ASD. This study aimed at comparing the effectiveness of the pivotal response treatment (PRT) model and the therapeutic-educational model for children with autism and related disabilities (TEACCH) on the executive functions of students with autism spectrum disorder.
Method: The present research was a quasi-experimental study with pretest-posttest design including two experimental groups and a control group and follow-up stage. Thirty-six students with ASD of moderate to high level (21 boys and 15 girls) were selected by purposive sampling and received 16 sessions of sensory integration activities for sensory adaptation. Then, they were randomly placed in one control group (7 boys and 5 girls) and two experimental groups (PRT model: 8 boys and 4 girls and TEACCH model: 6 boys and 6 girls). The participants of the experimental group underwent the intervention for twenty sessions of 45 minutes. Behavior Rating Inventory of Executive Function (Gioia, 2000) and Autism Spectrum Screening Questionnaire (Ehlers & Gillberg 1993) were used to collect the data. Results were analyzed by repeated measures analysis of variance.
Results: The results showed that the PRT model was more effective on the components of inhibition, attention change, emotional control, and initiation, while the TEACCH model was more effective on the components of material organization, working memory, monitoring, and planning. The results remained constant in the two-month follow-up phase.
Conclusion: Results of the present study indicate that PRT model leads to better interaction with the environment and increases the individual self-esteem, while the TEACCH model provides the ground for more visualization and communication with the physical environment as well as for sensory modulation.
Keywords: Autism spectrum disorder (ASD), pivotal response treatment (PRT), therapeutic-educational model for children with autism and related disabilities (TEACCH), executive functions
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Type of Study: Research | Subject: Special
Received: 2018/10/10 | Accepted: 2019/05/1 | Published: 2020/12/7
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Nikookholgh A, Saffarian Toosi M R, Nejat H, Zendedel A. Comparison of the Effectiveness of Pivotal Response Treatment Model and Therapeutic-Educational Model for Children with Autism and Related Disabilities with Emphasis on Sensory Integration on the Executive Functions of Students with Autism Spectrum Disorder. J Child Ment Health. 2020; 7 (3) :291-303
URL: http://childmentalhealth.ir/article-1-672-en.html


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Volume 7, Issue 3 (Vol7 No3 Fall 2020- 2020) Back to browse issues page
فصلنامه سلامت روان کودک Quarterly Journal of Child Mental Health
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