[Home ] [Archive]   [ فارسی ]  
:: Main :: About :: Current Issue :: Archive :: Search :: Submit ::
Main Menu
Home::
Journal Information::
Articles Archive::
Guide for Authors::
For Reviewers::
Ethical Statements::
Registration::
Site Facilities::
Contact us::
::
Search in website

Advanced Search
..
Receive site information
Enter your Email in the following box to receive the site news and information.
..
Copyright Policies

 

AWT IMAGE

 

..
Open Access Policy

This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 3.0 Unported License which allows users to read, copy, distribute and make derivative works for non-commercial purposes from the material, as long as the author of the original work is cited properly.

..
:: Volume 9, Issue 2 (Spring 2021) ::
Shefaye Khatam 2021, 9(2): 22-34 Back to browse issues page
Comparison of the Effectiveness of Pivotal Response Treatment and Applied Behavioral Analysis on the Symptoms Severity and Executive Functions in Autistic Children
Pegah Tababaienavainobari , Mehran Solymani * , Behzad Shalchi
Department of Psychology, Faculty of Educational Sciences and Psychology, Shahid Madani University of Azerbaijan, Tabriz, Iran , mehransolymani657@gmail.com
Abstract:   (2699 Views)
Introduction: The purpose of this study was to determine the comparison of the effectiveness of pivotal response treatment (PRT) and applied behavioral analysis (ABA) on the severity of symptoms and executive functions in autistic children. Materials and Methods: This study was a quasi-experimental study with a pretest-posttest design associated with a control group. The statistical population of this study was all children with autism spectrum disorder (5-12 years old) who referred to Tabriz Autism Center in 2019. For the purpose of sampling, 60 autistic children were selected using the available sampling method and randomly divided into 3 groups, the first experimental PRT group (n=20), the second experimental ABA group (n=20), and the control group (n=20). The data were collected using the Garz test and the College Neuropsychological and Personality Questionnaire. Results: The results showed that PRT and ABA exerted beneficial effects on the severity of symptoms and executive functions, decreased the severity of symptoms, and improved executive functions in children. Furthermore, the results of the post hoc test showed that the training of the PRT method was significantly superior to the ABA method over the severity of symptoms and executive functions. Conclusion: Attention to these educational methods (PRT and ABA) has an important role in the reduction of symptoms severity and the improvement of executive functions of autistic children.
Keywords: Autism Spectrum Disorder, Executive Function, Applied Behavior Analysis
Full-Text [PDF 1355 kb]   (1181 Downloads)    
Type of Study: Research --- Open Access, CC-BY-NC | Subject: Cognitive Neuroscience
References
1. Dalvand H, Dehghan L, Feizy A, Hosseini S A. The effect of home based lovaas approach on social interaction, Speech and language, Play and behavior skills, and intensity of autism in young children with Autism. MRJ 2009; 3; 11-16.
2. Bluth K, Roberson PN, Billen RM, Sams JM. A stress model for couples parenting children with autism spectrum disorders and the introduction of a mindfulness intervention. Journal of family theory & review. 2013; 5(3): 194-21. [DOI:10.1111/jftr.12015]
3. Gould ER, Tarbox J, Coyne L. Evaluating the effects of Acceptance and Commitment Training on the overt behavior of parents of children with autism. Journal of Contextual Behavioral Science 2017. In Press, Corrected Proof, Available online 29 June 2017
4. Shiralinia KH, Abdollahimusavi H, Khojastemehr R. The effectiveness of of Group Acceptance and Commitment Therapy (ACT)-Based Training on Parenting Stress and Psychological Flexibility in Mothers of Children with Autism Spectrum Disorder. Quarterly of Psychology of Exceptional Individuals. 2017; 7(28): 21-44.
5. Khodabakhshi M, Malekpour M, Abedi A. To Evaluate the Effectiveness of theTraining based on Theory of Mind on the Function of mind reading and the Executive Functions in the Children with Autism Spectrum Disorders. IJPCP 2015; 21 (2) : 155-166
6. Corbett BA, Constantine LJ, Hendren R, Rocke D, Ozonoff S. Examining executive functioning in children with autism spectrum disorder, attention deficit hyperactivity disorder and typical development. Psychiatry Research. 2009; 166: 210-22. [DOI:10.1016/j.psychres.2008.02.005]
7. Divanbeigi A, Divanbeigi A. A brief review on the causes of autism spectrum disorder. Shefaye Khatam. 2015; 3 (1): 157-66. [DOI:10.18869/acadpub.shefa.3.1.157]
8. Clair-Thompson HL, Gathercole SE. Executive functions and achievements in school: Shifting, updating, inhibition, and working memory. Q J Exp Psychol 2006; (Hove). 59(4): 745-59. [DOI:10.1080/17470210500162854]
9. Robinson S, Goddard L, Dritschel B, Wisley M, Howlin P. Executive functions in children with autism spectrum disorder. Brain and Cognition. 2009; 71: 363-68. [DOI:10.1016/j.bandc.2009.06.007]
10. Monette S, Bigras M, Guay M-C. The role of executive functions in school achievement at the end of grade 1. Journal of Experimental Child Psychology. 2011; 109: 158-73. [DOI:10.1016/j.jecp.2011.01.008]
11. Hill EL. Evaluating the theory of executive dysfunction in autism. Developmental Review 2004; 24: 1-40. [DOI:10.1016/j.dr.2004.01.001]
12. Nejati V, Izadi-Najafabadi S. Comparison of executive functions in high-function autistic children and their typical matched peers. J Res Rehabil Sci. 2012; 8(1): 28-39.
13. jalil abkenar S, razavi F, Ashori M. Analytical Investigation of Autism Spectrum Disorders in Diagnostic and Statistical Manual of Mental Disorders (5th revision) . Exceptional Education. 2016; 4(141): 59-69.
14. Ganji M. Psychopathology based on DSM-V. Tehran: Savalan Publications; 2017.
15. Baker-Ericzén MJ, Stahmer AC, Burns A. Child Demographics Associated With Outcomes in a Community-Based Pivotal Response Training Program. Journal of Positive Behavior Interventions 2007; 9(1): 52-60. [DOI:10.1177/10983007070090010601]
16. Pourmohamadreza Tajrishi B, Rajabi-Shamami M, Haghgoo H. The Pivotal Response Training (PRT) in Children with Autism Disorder. Exceptional Education. 2013; 8(121): 56-61.
17. Koegel RL, Koegel LK. Pivotal response treatments for autism: Communication, social, & academic development. Baltimore, MD, US: Paul H Brookes Publishing; 2006.
18. Mohtashami T, Ali Akbar Dehkordi M, Chima N, Alipour A, Ofogi H. The Effect of Response-Based Therapy on Family Functioning in Mothers of Children with Autism. Journal of Family Studies 2012; 8 (31): 271-289.
19. Humphries T. Effectiveness of pivotal response training as a behavioral intervention for young children with autism spectrum disorders. Bridges 2003; 2: 1-10.
20. Sallows GO, Graupner TD. Intensive behavioral treatment for children with autism: Four-year outcome and predictors. American Journal of Mental Retardation 2015; 110: 417-38. [DOI:10.1352/0895-8017(2005)110[417:IBTFCW]2.0.CO;2]
21. Poushaneh K, Abshenasan S. The effect of integrated applied behavior analysis (ABA) & pivotal response treatment (PRT) method on vocabulary development of children with autism ages 4 to 6. JOEC 2017; 17 (1) :137-46.
22. Alberto PA, Troutman AC. Applied behavior analysis for teachers (8th ed.). New Jersey: Pearson Education Inc; 2009.
23. Lovaas OL. Teaching individuals with developmental delays: basic intervention techniques. Austin, TX: Pro-Ed; 2007.
24. Golabi P, Alipour A, Zandi B. The effect of intervention by ABA method on children with autism. JOEC 2005; 5(1): 33-54.
25. Samadi A. Autism. Tehran: Danghe, 2013.
26. Hallahan D, Kauffman J. Exceptional Students (Introduction to Special Education). Translated by Hamid Alizadeh and Hayedeh Saberi. Tehran: Editing publication; 2009.
27. Net I, Roeyers H, Warreyn P. Exploring the nature of joint attention impairments in young children with autism spectrum disorder: Associated social and cognitive skills. Journal of Autism and Developmental Disorders 2012; 42(1): 1-12. [DOI:10.1007/s10803-011-1209-x]
28. Gilliam JE. Gilliam autism rating scale: Philadelphia: Autism Society of America; 1994.
29. Ahmadi S, Safari T, Hemmatiyan M, Khalili Z. Effectiveness of applied behavioral analysis approach on symptoms of autism. J Res Behav Sci 2012; 10(4): 292-300.
30. Aminaee F, Mousavi-Nasab SMH. The Comparison of Executive Functions in Students with And Without Reading Disorder. Advances in Cognitive Sciences 2014; 16(3): 53-60.
31. Christy H. Effects of direct instruction on the acquisition of prepositions by students with intellectual disabilities. Journal of Applied Behavior Analysis 2011; 44:675-79. [DOI:10.1901/jaba.2011.44-675]



XML   Persian Abstract   Print


Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Tababaienavainobari P, solymani M, Shalchi B. Comparison of the Effectiveness of Pivotal Response Treatment and Applied Behavioral Analysis on the Symptoms Severity and Executive Functions in Autistic Children. Shefaye Khatam 2021; 9 (2) :22-34
URL: http://shefayekhatam.ir/article-1-2054-en.html


Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Volume 9, Issue 2 (Spring 2021) Back to browse issues page
مجله علوم اعصاب شفای خاتم The Neuroscience Journal of Shefaye Khatam
Persian site map - English site map - Created in 0.05 seconds with 45 queries by YEKTAWEB 4645