Saeed Ghasemi, Amir Amaniyazdi, Ali Mashhadi,
Volume 17, Issue 2 (11-2017)
Abstract
Objective: This study was conducted to evaluate the effectiveness of a developmental, individual-difference, and relationship-based (DIR) model in the improvement of receptive language in children with autism spectrum disorders (ASD). Method: The present applied and quasi-experimental study was conducted with the one-group pretest-posttest design. The study population consisted of all children aged 3-8 years with ASD selected by convenience sampling according to inclusion and exclusion criteria. The intervention was held twice a week for at least twenty-six 45-minute sessions. The Childhood Autism Rating Scale and Newsha Developmental Scale were used as pre- and post-tests. A separate post-test session was held after the treatment sessions were over. Paired-samples t-test was employed for data analysis. Results: Results revealed that the treatment based on the DIR model significantly promoted the receptive language skill of children with ASD (p≤0.05).
