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.