Autism Spectrum Disorder

Introduction: The present study aimed to determine the effects of a selected group exercise on motor skills and cognitive function in children with Autism Spectrum Disorders (ASDs).Methods: Forty children with ASD aged 5-12 years participated in this quasi-experimental study. The Bruininks–Oseretsky Test of Motor Proficiency (BOTMP), and the Wisconsin Card Sorting Test (WCST) were performed in 3 assessment stages of baseline, pretest, and posttest in Sports, Play, and Active Recreation for Kids (SPARK). The repeated-measures Analysis of Variance (ANOVA) and Analysis of Covariance (ANCOVA) were used for analyzing the collected data.Results: The current research results demonstrated that the selected exercises presented positive effects on motor skills (P<0.05) in the studied subjects; however, they indicated no significant effects on their cognitive function (P>0.05).Conclusion: According to the present study results, the SPARK’s training is effective on children with ASDs and severe mobility limitations; however, it presented no cognitive function improvement in the study participants.

This study aimed to investigate the effect of acceptance and commitment therapy on the psychological capital of mothers with children with an autism spectrum disorder. This research is methodically classified as experimental research and had a pre-test and post-test design with a control group. The statistical population of this study included all mothers of children with autism spectrum disorders in medical and rehabilitation centers in Semnan in 2018. Twenty mothers with children with autism spectrum disorder were selected as the research sample by available sampling method and were randomly assigned to the experimental (n = 10) and control (n = 10) groups. Initially, both groups were evaluated by an autism questionnaire. Then, the intervention program based on acceptance and commitment was performed in 10 sessions of 45 minutes and 2 times a week by the researcher on the experimental group. While the control group did not receive such intervention. Analysis of covariance was used to analyze the data. The results showed that treatment based on acceptance and commitment has improved the psychological capital of mothers.

Objective:    The aim of this study was to compare the life satisfaction and hoping in mothers of children with special learning disabilities, autism spectrum disorders, and normal. Methods:  The present research method was causal-comparative. The statistical population of was mothers of fifth and sixth-grade children in the north of Tehran, whose children, according to expert diagnosis, had a special learning disability and autism spectrum disorder, and mothers were selected from a normal group too. Finally, the sample of 90 people (30 people in each group) was selected by non-probabilistic and purposeful sampling method. The tools used were Snyder's Hoping Scale and Huebner's Life Satisfaction Multidimensional Scale. Results: The results showed that the mean score of hoping in mothers with autistic children was lower than that of mothers with disability and normal children (p<0.01), and the mean life satisfaction score of mothers with normal children was higher than that of mothers with autism children (p<0.01). Also, the mean score of hoping and life satisfaction of mothers with specific learning disability children was more than mothers with autism children (p<0.01). Conclusion: The relatively low level of hoping and life satisfaction in mothers of children with autism spectrum need more attention and arrangements which is very important for their psycho-social empowerment

Background: Autism spectrum disorder is a neuro-developmental disorder with a significant deficiency in communication characteristics, social interactions and stereotyped behaviors. Aim: The purpose of this study was to investigate physical activity participation in Iranian children and adolescent with autism spectrum disorders. Materials and Methods: The research method was descriptive and survey. The statistical samples were 370 children and adolescent with ASD, age 8-20 years from Iran. The international physical activity questionnaire for older children and adolescents used for measuring physical activity levels. Data analyzed by using SPSS<sub>23 . Results: The results showed that 73.8% of participants were inactive during the last 7 days; 17.8% of them were active occasionally (1 to 2 times); 6.5% (3 to 4 times) and 1.1% (5 to 6 times) were physically active. During the last 7 days on weekends, 58.2% reported usually sitting position, 22.2% walking or standing, and 14.6% running or active playing and only 1.1% reported lots of running or playing. There was no significant difference in physical activity levels between girls and boys. Conclusion: The results showed the limited participation in physical activity among Iranian children and adolescents with ASD. This study seems to be a helpful for identifying the patterns and promotion of physical activity.

It has been shown that physical activity (PA) is related to motor proficiency in children. Nevertheless, relationships between PA and balance performance among children with autism spectrum disorders (ASD) has been rarely examined. Hence, the aim of this study was to examine the relationships between PA and static and dynamic balance performance among children with ASD. The method used in this study was correlational. Eighty children with ASD (range age between 8 to 14 years old, average 11.51 years old) attended in special schools participated in this study. PA was measured using Physical Activity Questionnaire for Older Children (PAQ-C). Static and dynamic balance tests were used to measure balance performance. Pearson correlation test and regression analysis were used for data analysis. Children with ASD had low amount of PA and balance performance. PA was significantly and directly associated with static and dynamic balance performance. In addition, PA has significantly and directly predicted both static and dynamic balance performance. PA plays a very important role in the motor proficiency in children with ASD. Hence, there is a need for targeted strategies and interventions to increase the level of PA in this population.

 Objective: Parents often exhibit diverse reactions to the birth of their child, particularly when the child is born with a specific issue or disability, such as Autism Spectrum Disorder (ASD). The current study was designed to evaluate the effects of group-based Stress Immunization Training and its subsequent impact on the Quality of Life of mothers with children diagnosed with ASD.Methods: This quasi-experimental study utilized a pre-test-post-test control group design. The participants were mothers of children with ASD who had sought services at a temporary care center for children with Autism Spectrum in Rasht in the year 2021. Initially, forty mothers were selected through purposive sampling and were randomly divided into experimental and control groups. Both groups completed the WHOQOL-BREF Quality of Life questionnaire. The experimental group then underwent 6 sessions of Stress Immunization Training (two hours per week), while the control group received nothing. Upon completion of the sessions, the Quality of Life questionnaire was administered again to both groups. The collected data were analyzed using covariance statistical analysis with a significance level set at 0.05.Results: The findings indicated that group-based Stress Immunization Training significantly improved the Quality of Life in mothers of children with ASD.Conclusion: Therefore, this treatment can be used by counselors and psychologists to increase the quality of life of the mothers of children with ASD.

Abstract Background and Objectives: Individuals with Autism Spectrum Disorder (ASD) face mobility challenges compared to their typically-developing peers. ASD is characterized by significant communication impairments and restricted, repetitive behaviors. Motor difficulties, including impaired balance, gait, slower movement speeds, delayed motor development, coordination issues, and exaggerated movements, are commonly associated with ASD, affecting 21% to 100% of individuals. Moreover, individuals with ASD often struggle with recognizing and assessing stressful situations, leading to heightened stress responses. They typically respond faster to fear, experience high levels of self-perceived stress, and find it difficult to cope with everyday stressors. Sensitivity to stress may be linked to dysfunction in the hypothalamic-pituitary-adrenal axis, resulting in increased fatigue and fatigability. Studies have shown that skills taught through explicit methods tend to be less robust in demanding situations such as fatigue, psychological stress, and multi-tasking. Consequently, less prescriptive approaches like analogy learning have been suggested. Analogies help learners grasp new concepts by relating them to familiar, similar concepts. The aim of this study was to investigate the effects of analogy learning and explicit learning on javelin-throwing performance in individuals with ASD and compare the effectiveness of both methods. Methods: This quasi-experimental study employed a pretest-posttest design with one control group. Ethical approval was obtained from the Research Ethics

This study aims to investigate the predictive relationship between empathy, adaptive behavior, and neurodevelopmental functioning in adolescents with Autism Spectrum Disorder (ASD). Understanding how these factors interplay can inform targeted interventions to enhance the quality of life and developmental outcomes for this population. The study employed a cross-sectional design with a sample of 330 adolescents diagnosed with ASD, aged 12 to 18 years. Participants were assessed using the Vineland Adaptive Behavior Scales, Third Edition (Vineland-3) for neurodevelopmental functioning, the Interpersonal Reactivity Index (IRI) for empathy, and the Adaptive Behavior Assessment System, Third Edition (ABAS-3) for adaptive behavior. Data analysis included descriptive statistics, Pearson correlation, and linear regression using SPSS-27. Descriptive statistics revealed mean scores of 85.45 (SD = 15.23) for neurodevelopmental functioning, 52.30 (SD = 8.57) for empathy, and 70.12 (SD = 10.34) for adaptive behavior. Pearson correlation analysis showed significant positive correlations between neurodevelopmental functioning and both empathy (r = .56, p < .001) and adaptive behavior (r = .67, p < .001). The regression analysis indicated that empathy (β = .38, p < .001) and adaptive behavior (β = .52, p < .001) significantly predict neurodevelopmental functioning, explaining 55% of the variance (R² = .55, p < .001). The study findings highlight the significant roles of empathy and adaptive behavior in predicting neurodevelopmental functioning in adolescents with ASD. Interventions focusing on enhancing these areas could positively impact the overall development and daily functioning of individuals with ASD. Future research should utilize longitudinal designs to further explore these relationships and examine the effectiveness of targeted interventions.

This study aimed to evaluate the effectiveness of Sandplay Therapy on enhancing perceptual reasoning and neuropsychological functioning in children with Autism Spectrum Disorder (ASD). A randomized controlled trial design was used, involving 30 children aged 6-12 years diagnosed with ASD. Participants were randomly assigned to either the intervention group (n=15) or the control group (n=15). The intervention group received eight 90-minute sessions of Sandplay Therapy over two months, while the control group received standard care. The Wechsler Intelligence Scale for Children (WISC-V) and NEPSY-II were used to measure perceptual reasoning and neuropsychological functioning, respectively, at baseline, post-intervention, and five-month follow-up. Data were analyzed using mixed-design ANOVA with repeated measurements and Bonferroni post-hoc tests in SPSS-27. Descriptive statistics showed significant improvements in the intervention group for both perceptual reasoning (M=95.53, SD=7.48 at baseline to M=107.45, SD=8.21 post-intervention) and neuropsychological functioning (M=89.74, SD=6.95 at baseline to M=101.29, SD=7.56 post-intervention). Mixed-design ANOVA revealed significant main effects of time (F(2, 56)=30.15, p<.001, η²=0.52 for perceptual reasoning; F(2, 56)=32.75, p<.001, η²=0.54 for neuropsychological functioning) and group-by-time interactions (F(2, 56)=24.12, p<.001, η²=0.47 for perceptual reasoning; F(2, 56)=28.75, p<.001, η²=0.50 for neuropsychological functioning). Bonferroni post-hoc tests confirmed significant differences between baseline and post-intervention (p<.001) and baseline and follow-up (p<.001) for the intervention group. Sandplay Therapy significantly enhances perceptual reasoning and neuropsychological functioning in children with ASD. These improvements were sustained at follow-up, suggesting that Sandplay Therapy is an effective and sustainable intervention for this population.

This study aimed to evaluate the effectiveness of Interpersonal Reconstructive Therapy (IRT) in enhancing empathy and conflict resolution skills among parents of autistic children. This randomized controlled trial included 30 parents of autistic children, divided into an intervention group (n = 15) receiving IRT and a control group (n = 15) receiving no intervention. Participants were assessed at baseline, post-intervention, and four months post-intervention using the Interpersonal Reactivity Index (IRI) and Conflict Resolution Styles Inventory (CRSI). Data analysis involved repeated measures ANOVA and Bonferroni post-hoc tests, conducted using SPSS-27. The intervention group showed significant improvements in empathy and conflict resolution scores. Empathy scores increased from 54.78 (SD = 5.32) at baseline to 67.32 (SD = 5.67) post-intervention and were maintained at 65.91 (SD = 5.42) at follow-up. Conflict resolution scores rose from 62.14 (SD = 6.23) to 74.89 (SD = 5.47) post-intervention, with scores at follow-up being 73.28 (SD = 5.63). ANOVA results indicated significant main effects for Time (empathy: F(2, 56) = 45.67, p < 0.001, η² = 0.62; conflict resolution: F(2, 56) = 49.18, p < 0.001, η² = 0.64), Group (empathy: F(1, 28) = 32.78, p < 0.001, η² = 0.54; conflict resolution: F(1, 28) = 35.91, p < 0.001, η² = 0.57), and Time × Group interactions (empathy: F(2, 56) = 41.23, p < 0.001, η² = 0.59; conflict resolution: F(2, 56) = 43.89, p < 0.001, η² = 0.60). Bonferroni post-hoc tests confirmed significant improvements from baseline to post-intervention and baseline to follow-up. IRT significantly enhances empathy and conflict resolution skills in parents of autistic children, with improvements maintained over a four-month period. These findings highlight the potential of IRT as an effective intervention to support parents in managing the challenges of raising children with autism.

This study aimed to examine the effectiveness of Sandplay Therapy in reducing self-handicapping behaviors and improving the quality of life in children with autism spectrum disorder (ASD). A randomized controlled trial was conducted with 30 children diagnosed with ASD, who were randomly assigned to either the experimental group (n = 15) receiving Sandplay Therapy or the control group (n = 15) receiving no intervention. The intervention consisted of eight 90-minute sessions conducted over eight weeks. Self-handicapping behaviors were measured using the Self-Handicapping Scale (SHS), and quality of life was assessed using the Pediatric Quality of Life Inventory (PedsQL), both of which demonstrated established validity and reliability. Assessments were conducted at pre-test, post-test, and five-month follow-up. Data were analyzed using repeated-measures ANOVA, with post-hoc comparisons conducted using the Bonferroni test. The results indicated a significant reduction in self-handicapping behaviors in the experimental group from pre-test (M = 42.85, SD = 4.31) to post-test (M = 31.76, SD = 3.76) and further at follow-up (M = 29.45, SD = 3.45), while no significant changes were observed in the control group. Similarly, quality of life improved significantly in the experimental group, with scores increasing from pre-test (M = 52.12, SD = 5.12) to post-test (M = 63.45, SD = 4.78) and follow-up (M = 67.32, SD = 4.50), whereas the control group remained stable. ANOVA results confirmed significant main effects of time and group, as well as a significant interaction effect (p < 0.05). Bonferroni post-hoc comparisons indicated that improvements were sustained at follow-up. Sandplay Therapy is an effective intervention for reducing self-handicapping behaviors and enhancing the quality of life in children with ASD, with sustained benefits observed at follow-up. These findings highlight the potential of nonverbal, expressive therapies in supporting emotional regulation and adaptive functioning in children with ASD.