fa اثربخـــشی داســـــتان‌های اجتــــمــــاعـــی با روش الگـــودهـــی ویــدئویـــــــی بر مهارت‌های ارتباطی کودکان با اختلال طیف اُتیسم اتيسم Autism اصیل پژوهشی Original Article <strong><span style="letter-spacing:.25pt;"><span style="font-family:w_Roya Bold;"><span style="font-size:12.5pt;">زمینه و هدف:</span></span></span></strong><span style="letter-spacing:.25pt;"><span style="font-family:w_Roya;"><span style="font-size:12.5pt;"> اختلال طیف اُتیسم، اختلال عصبی تحولی است که با نقص در تعاملات اجتماعی و ارتباطی و رفتارهای کلیشه</span></span></span><span dir="LTR" style="letter-spacing:.25pt;"><span style="font-family:w_Roya;"><span style="font-size:12.5pt;">‌</span></span></span><span style="letter-spacing:.25pt;"><span style="font-family:w_Roya;"><span style="font-size:12.5pt;">ای شناخته می</span></span></span><span dir="LTR" style="letter-spacing:.25pt;"><span style="font-family:w_Roya;"><span style="font-size:12.5pt;">‌</span></span></span><span style="letter-spacing:.25pt;"><span style="font-family:w_Roya;"><span style="font-size:12.5pt;">شود. افزایش نرخ شیوع این اختلال، لزوم پژوهش در مورد ویژگی</span></span></span><span dir="LTR" style="letter-spacing:.25pt;"><span style="font-family:w_Roya;"><span style="font-size:12.5pt;">‌</span></span></span><span style="letter-spacing:.25pt;"><span style="font-family:w_Roya;"><span style="font-size:12.5pt;">ها و روش</span></span></span><span dir="LTR" style="letter-spacing:.25pt;"><span style="font-family:w_Roya;"><span style="font-size:12.5pt;">‌</span></span></span><span style="letter-spacing:.25pt;"><span style="font-family:w_Roya;"><span style="font-size:12.5pt;">های درمانی را بیشتر کرده است. پژوهش حاضر با هدف بررسی تأثیر داستان</span></span></span><span dir="LTR" style="letter-spacing:.25pt;"><span style="font-family:w_Roya;"><span style="font-size:12.5pt;">‌</span></span></span><span style="letter-spacing:.25pt;"><span style="font-family:w_Roya;"><span style="font-size:12.5pt;">های اجتماعی با روش الگودهی ویدئویی بر مهارت</span></span></span><span dir="LTR" style="letter-spacing:.25pt;"><span style="font-family:w_Roya;"><span style="font-size:12.5pt;">‌</span></span></span><span style="letter-spacing:.25pt;"><span style="font-family:w_Roya;"><span style="font-size:12.5pt;">های ارتباطی کودکان با اختلال طیف اُتیسم انجام شد.</span></span></span><br> <strong><span style="letter-spacing:.25pt;"><span style="font-family:w_Roya Bold;"><span style="font-size:12.5pt;">روش:</span></span></span></strong><span style="letter-spacing:.25pt;"><span style="font-family:w_Roya;"><span style="font-size:12.5pt;"> ایــن پژوهــش از نــوع شبه</span></span></span><span dir="LTR" style="letter-spacing:.25pt;"><span style="font-family:w_Roya;"><span style="font-size:12.5pt;">‌</span></span></span><span style="letter-spacing:.25pt;"><span style="font-family:w_Roya;"><span style="font-size:12.5pt;">آزمایشــی بــا طــرح پیش</span></span></span><span dir="LTR" style="letter-spacing:.25pt;"><span style="font-family:w_Roya;"><span style="font-size:12.5pt;">‌</span></span></span><span style="letter-spacing:.25pt;"><span style="font-family:w_Roya;"><span style="font-size:12.5pt;">آزمــون <span style="position:relative;top:1.0pt;">-</span>&nbsp;پس</span></span></span><span dir="LTR" style="letter-spacing:.25pt;"><span style="font-family:w_Roya;"><span style="font-size:12.5pt;">‌</span></span></span><span style="letter-spacing:.25pt;"><span style="font-family:w_Roya;"><span style="font-size:12.5pt;">آزمــون و گــروه گواه بــود. جامعۀ آماری مطالعۀ </span></span></span><span style="letter-spacing:.25pt;"><span style="font-family:w_Roya;"><span style="font-size:12.5pt;">حاضر، شامل تمام دانش</span></span></span><span dir="LTR" style="letter-spacing:.25pt;"><span style="font-family:w_Roya;"><span style="font-size:12.5pt;">‌</span></span></span><span style="letter-spacing:.25pt;"><span style="font-family:w_Roya;"><span style="font-size:12.5pt;">آموزان پسر با اختلال طیف اُتیسم 7 تا 14 ساله شهر رشت در سال 1398 بود و 20 نفر از افراد داوطلب واجد شرایط که به تصادف به دو گروه آزمایش و گواه (در هر گروه 10 نفر) اختصاص یافتند درحکم نمونه انتخاب شدند. برای جمع</span></span></span><span dir="LTR" style="letter-spacing:.25pt;"><span style="font-family:w_Roya;"><span style="font-size:12.5pt;">‌</span></span></span><span style="letter-spacing:.25pt;"><span style="font-family:w_Roya;"><span style="font-size:12.5pt;">آوری داده</span></span></span><span dir="LTR" style="letter-spacing:.25pt;"><span style="font-family:w_Roya;"><span style="font-size:12.5pt;">‌</span></span></span><span style="letter-spacing:.25pt;"><span style="font-family:w_Roya;"><span style="font-size:12.5pt;">ها، از پرسش</span></span></span><span dir="LTR" style="letter-spacing:.25pt;"><span style="font-family:w_Roya;"><span style="font-size:12.5pt;">‌</span></span></span><span style="letter-spacing:.25pt;"><span style="font-family:w_Roya;"><span style="font-size:12.5pt;">نامۀ نیم</span></span></span><span dir="LTR" style="letter-spacing:.25pt;"><span style="font-family:w_Roya;"><span style="font-size:12.5pt;">‌</span></span></span><span style="letter-spacing:.25pt;"><span style="font-family:w_Roya;"><span style="font-size:12.5pt;">رخ مهارت</span></span></span><span dir="LTR" style="letter-spacing:.25pt;"><span style="font-family:w_Roya;"><span style="font-size:12.5pt;">‌</span></span></span><span style="letter-spacing:.25pt;"><span style="font-family:w_Roya;"><span style="font-size:12.5pt;">های اجتماعی کودکان با اختلال طیف اُتیسم (2007) استفاده شد. در این پژوهش، برنامۀ اجرایی، ترکیبی از داستان</span></span></span><span dir="LTR" style="letter-spacing:.25pt;"><span style="font-family:w_Roya;"><span style="font-size:12.5pt;">‌</span></span></span><span style="letter-spacing:.25pt;"><span style="font-family:w_Roya;"><span style="font-size:12.5pt;">های اجتماعی و الگودهی ویدئویی بود که توسط پژوهشگر تألیف و به</span></span></span><span dir="LTR" style="letter-spacing:.25pt;"><span style="font-family:w_Roya;"><span style="font-size:12.5pt;">‌</span></span></span><span style="letter-spacing:.25pt;"><span style="font-family:w_Roya;"><span style="font-size:12.5pt;">مدت 12 جلسه به</span></span></span><span dir="LTR" style="letter-spacing:.25pt;"><span style="font-family:w_Roya;"><span style="font-size:12.5pt;">‌</span></span></span><span style="letter-spacing:.25pt;"><span style="font-family:w_Roya;"><span style="font-size:12.5pt;">صورت مجازی برای کودکان با اختلال طیف اُتیسم گروه آزمایش اجرا شد.</span></span></span><br> <strong><span style="letter-spacing:.25pt;"><span style="font-family:w_Roya Bold;"><span style="font-size:12.5pt;">یافته</span></span></span></strong><strong><span dir="LTR" style="letter-spacing:.25pt;"><span style="font-family:w_Roya Bold;"><span style="font-size:12.5pt;">‌</span></span></span></strong><strong><span style="letter-spacing:.25pt;"><span style="font-family:w_Roya Bold;"><span style="font-size:12.5pt;">ها:</span></span></span></strong><span style="letter-spacing:.25pt;"><span style="font-family:w_Roya;"><span style="font-size:12.5pt;"> برای تحلیل داده</span></span></span><span dir="LTR" style="letter-spacing:.25pt;"><span style="font-family:w_Roya;"><span style="font-size:12.5pt;">‌</span></span></span><span style="letter-spacing:.25pt;"><span style="font-family:w_Roya;"><span style="font-size:12.5pt;">های پژوهش از تحلیل واریانس چندمتغیری و آزمون </span></span></span><span dir="LTR" style="letter-spacing:.25pt;"><span style="font-family:w_Roya;"><span style="font-size:12.5pt;">t </span></span></span><span style="letter-spacing:.25pt;"><span style="font-family:w_Roya;"><span style="font-size:12.5pt;">استفاده شد. تحلیل داده</span></span></span><span dir="LTR" style="letter-spacing:.25pt;"><span style="font-family:w_Roya;"><span style="font-size:12.5pt;">‌</span></span></span><span style="letter-spacing:.25pt;"><span style="font-family:w_Roya;"><span style="font-size:12.5pt;">های پژوهش نشان داد داستان</span></span></span><span dir="LTR" style="letter-spacing:.25pt;"><span style="font-family:w_Roya;"><span style="font-size:12.5pt;">‌</span></span></span><span style="letter-spacing:.25pt;"><span style="font-family:w_Roya;"><span style="font-size:12.5pt;">های اجتماعی با روش الگودهی ویدئویی بر بهبود مهارت</span></span></span><span dir="LTR" style="letter-spacing:.25pt;"><span style="font-family:w_Roya;"><span style="font-size:12.5pt;">‌</span></span></span><span style="letter-spacing:.25pt;"><span style="font-family:w_Roya;"><span style="font-size:12.5pt;">های ارتباطی (مؤلفۀ مشارکت اجتماعی) تأثیرگذار است (05/0></span></span></span><span dir="LTR" style="letter-spacing:.25pt;"><span style="font-family:w_Roya;"><span style="font-size:12.5pt;">p).</span></span></span><span style="letter-spacing:.25pt;"><span style="font-family:w_Roya;"><span style="font-size:12.5pt;"></span></span></span><br> <strong><span style="letter-spacing:.25pt;"><span style="font-family:w_Roya Bold;"><span style="font-size:12.5pt;">نتیجه</span></span></span></strong><strong><span dir="LTR" style="letter-spacing:.25pt;"><span style="font-family:w_Roya Bold;"><span style="font-size:12.5pt;">‌</span></span></span></strong><strong><span style="letter-spacing:.25pt;"><span style="font-family:w_Roya Bold;"><span style="font-size:12.5pt;">گیری:</span></span></span></strong><span style="letter-spacing:.25pt;"><span style="font-family:w_Roya;"><span style="font-size:12.5pt;"> بنا به یافته</span></span></span><span dir="LTR" style="letter-spacing:.25pt;"><span style="font-family:w_Roya;"><span style="font-size:12.5pt;">‌</span></span></span><span style="letter-spacing:.25pt;"><span style="font-family:w_Roya;"><span style="font-size:12.5pt;">های به</span></span></span><span dir="LTR" style="letter-spacing:.25pt;"><span style="font-family:w_Roya;"><span style="font-size:12.5pt;">‌</span></span></span><span style="letter-spacing:.25pt;"><span style="font-family:w_Roya;"><span style="font-size:12.5pt;">دست آمده می</span></span></span><span dir="LTR" style="letter-spacing:.25pt;"><span style="font-family:w_Roya;"><span style="font-size:12.5pt;">‌</span></span></span><span style="letter-spacing:.25pt;"><span style="font-family:w_Roya;"><span style="font-size:12.5pt;">توان نتیجه گرفت داستان</span></span></span><span dir="LTR" style="letter-spacing:.25pt;"><span style="font-family:w_Roya;"><span style="font-size:12.5pt;">‌</span></span></span><span style="letter-spacing:.25pt;"><span style="font-family:w_Roya;"><span style="font-size:12.5pt;">های اجتماعی با روش الگودهی ویدئویی روشی مناسب برای آموزش مهارت</span></span></span><span dir="LTR" style="letter-spacing:.25pt;"><span style="font-family:w_Roya;"><span style="font-size:12.5pt;">&lrm;</span></span></span><span dir="LTR" style="letter-spacing:.25pt;"><span style="font-family:w_Roya;"><span style="font-size:12.5pt;">‌</span></span></span><span style="letter-spacing:.25pt;"><span style="font-family:w_Roya;"><span style="font-size:12.5pt;">های ارتباطی به</span></span></span><span dir="LTR" style="letter-spacing:.25pt;"><span style="font-family:w_Roya;"><span style="font-size:12.5pt;">‌</span></span></span><span style="letter-spacing:.25pt;"><span style="font-family:w_Roya;"><span style="font-size:12.5pt;">صورت مجازی و توسط والد است.</span></span></span> <strong>Background & purpose: </strong>Autism spectrum disorder is a developmental neurological disorder characterized by impairment in social and communication interactions and repetitive behaviors.&nbsp; The increasing prevalence of this disorder has raised the need for research on its characteristics and treatment methods.&nbsp; The aim of this study was to investigate the effect of social stories using video modeling on communication skills of children with autism spectrum disorder.<br> <strong>Materials and Methods:</strong> This study was a quasi-experimental study with pre-test post-test design and control group. The statistical population included all the male students with autism spectrum disorder aged 7 to 14 years in Rasht in 1398. from among 20 eligible volunteers were randomly assigned to two experimental and control groups. Data were collected using the Social Skills Profile Questionnaire of children with Autism Spectrum Disorders (2007).<br> In This study, a researcher made executive protocol, which was a combination of social stories and video modeling was conducted online for 12 sessions for children with autism spectrum disorder in the experimental group.<br> <strong>Results:</strong> Multivariate analysis of variance and t-test were used to analyze the data. The results showed that social stories with video modeling method are effective in improving communication skills (social participation component) (p< 0.05).<br> <strong>Conclusion:</strong> Based on the findings, it can be concluded that social story with video modeling is a good way to teach communication skills virtually and by the parents. اختلال طیف اُتیسم, الگودهی ویدئویی, داستان‌های اجتماعی, مهارت‌های ارتباطی Autism Spectrum Disorder, Communication Skills Social Stories, Video Modeling. 61 70 http://exceptionaleducation.ir/browse.php?a_code=A-10-2496-1&slc_lang=fa&sid=1 nasrin malakootiasl نسرین ملکوتی اصل Nasrinmalakootyasl@gmail.com 0921952066 100319475328460010912 Yes دانشگاه گیلان Abassali Hossinkhanzade عباسعلی حسین‌خانزاده Abbaskhanzade@gmail.com 2062243855 100319475328460010913 No دانشگاه گیلان Abass Abolghasemi عباس ابوالقاسمی abolghasemi1344@guilan.ac.ir 0410557757 100319475328460010914 No دانشگاه گیلان