Adel Mohamadzade; Hasan hasanzade; Mohsen Shokoohi-Yekta; sogand ghasemzadeh
Abstract
Autism spectrum disorder (ASD) is a developmental disability that can cause significant communication challenges. Because communication skills are essential to developing other skills, it seems necessary to use early interventions to improve communication skills in children with ASD. Therefore, the aim ...
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Autism spectrum disorder (ASD) is a developmental disability that can cause significant communication challenges. Because communication skills are essential to developing other skills, it seems necessary to use early interventions to improve communication skills in children with ASD. Therefore, the aim of this systematic review was to summarize current research about the effect of the Hanen parent program on the communication, interaction, and language skills of children with ASD. Accordingly, it was searched for all articles and dissertations indexed in Persian and foreign databases, in ScienceDirect, Sagepub, Eric, Wiley, Springer, Pubmed, ProQuest, Noormags, Sid, Magiran, and Irandoc in the period 1990 to 2022; using a combination of expressions including “autism spectrum disorder”, “Hanen parent program”, “communication skills” and “early intervention”. Thus, according to the eligibility criteria (Inclusion and exclusion), thirteen articles were included in this systematic review. The results of these studies showed that the Hanen parent program can lead to the natural acquisition of communication skills in children with ASD by relying on strategies in the natural environment and parent-child interaction. Therefore, it is suggested that the Hanen parent program be used as a beneficial early intervention for children with ASD. However, due to the research limitations that reduce the generalization of the results, its effectiveness requires more detailed studies.Keywords: Hanen Parent Program, Communication Skills, Early Intervention, Autism Spectrum Disorder. Extended Abstract IntroductionAutism spectrum disorder (ASD) is a neurodevelopmental disorder that is characterized by deficits in social communication skills and restricted and repetitive behaviors in early childhood (American Psychiatric Association, 2022). One of the basic problems observed in children with ASD is a lack of social communication skills (Erbas, Özcebe and Esen, 2020). These children do not have enough communication skills to interact with others in verbal and non-verbal contexts. It should be noted that the problem of these people in communication skills may range from minimal limitation to serious damage (Mohan, Kunnath, Philip, Mohan and Thampi, 2017). The communication deficits of these children may reduce their opportunities to facilitate language development and social interactions. Parents, as the first and most important people related to a child, play an important role in promoting their language and social development (Edmunds, Kover and Stone, 2019). The communication challenges of children with ASD are related to the quantity, quality, and duration of parent-child interactions, and the greater the communication problems of a child with ASD, the less successful the parents are in the child's social upbringing. The more these communication problems are, the interactions between parent and child will be less and of lower quality, and the time will be more limited (Laurent and Gorman, 2017).Therefore, it is necessary to apply parent-mediated based early interventions for children with ASD. In recent years, more emphasis has been placed on the role of parents and their intervention training in improving the skills of children with ASD. Research results indicate the positive effect of parent-based interventions in improving the responsiveness, language, and social skills of children with ASD (Reichow, 2012; Alonso-Esteban and Alcantud-Marín, 2022; Vinen, Clark and Dissanayake, 2022). One intervention that is parent-mediated based is the Hanen more than word program (HMTW). Since HMTW is based on the child's natural environment and family system, it can increase the ability to generalize these skills in children with ASD (Akamoglu and Meadan,2018). Since it seems that the effectiveness of HMTW on the social interactions and language skills of children with ASD has not been systematically investigated, therefore the aim of the current research was the systematic review of researches that show the effectiveness of HMTW on these skills.Literature ReviewThe research findings of Garnett, Davidson & Eadie (2022) showed that HMTW can be effective and reduce time and financial costs. The parents' insight towards the interaction, learning and behavior of themselves and their children was improved. Improvements in communication, interaction responsiveness and play in ASD children were also reported. But it didn't have much effect on parents' stress. Also, Lok, Qi & To (2021) emphasized that HTMW can affect the communication skills of children with ASD whose parents have a higher sense of competence. Erbas et al showed the effect of HTMW on parents' self-efficacy, anxiety, and stress. It also affects the parent-child interaction and language performance of children with ASD.MethodologyThe current research employed a systematic review method, utilizing the PRISMA model to analyze collected data. Relevant research articles from reputable databases, including ScienceDirect, PubMed, ERIC, PsycINFO, Scopus, Web of Science, Noormags, SID, Magiran, and IranDoc, were searched using keywords such as 'autism spectrum disorder,' 'communication skills,' 'early interventions,' and 'Hanen Parent Program' for the period spanning 1990 to 2022. All relevant sources cited in these articles were also examined. Following an initial search of the research background, articles were screened based on titles and abstracts to remove duplicates and irrelevant studies. Subsequently, the full text of the remaining articles was reviewed and evaluated by two referees according to predefined inclusion and exclusion criteria to identify eligible research. To mitigate the risk of bias in the studies included in this research, we utilized the quantitative studies quality assessment tool from the Effective Public Health Practice Project (EPHPP, 1998). Two evaluators assessed the studies using this tool, and the level of agreement between them was measured using the Kappa coefficient.ResultsAfter conducting investigations, we identified 390 studies, with 138 remaining after removing duplicates. Subsequently, we examined the titles and abstracts, eliminating 79 unrelated studies. This left 59 studies for full-text review. Following the application of inclusion and exclusion criteria, 46 studies were removed, resulting in the identification of 13 relevant studies for our analysis.Among the identified studies, 7 were experimental or quasi-experimental (53.85%), with 1 utilizing mixed methods. Additionally, there were 4 case studies (30.77%), 1 single-subject study (7.7%), and 1 longitudinal study (7.7%).The quality of the research was assessed using the Kappa coefficient, yielding a score of 0.92. Thus, 3 articles were deemed to have good quality, 5 had medium quality, and 5 had low quality. Studies receiving a low rating often had limitations in research methodology, sample size, and data collection methods, hindering generalizability to the community. These results are shown in Table 1. Overall, the effectiveness of HMTW in these studies can be categorized into quantitative (with statistical analysis) and qualitative or mixed-method research (descriptive and single-subject). It's important to note that the results of quantitative studies varied.Table 1 Results of quality assessment of studies using the EPHPPAuthors, year of publicationSelection biasStudy designConfoundersBlindingData collection methodsWithdrawals and drop-outsGlobal ratingGarnett, Davidson & Eadie (2022)1112222Lok et al (2021)3232223Erbas et al (2020)4122222Sokmum, Singh & Vandort (2017)4222222DeCarlos & Baixauli (2015)1112111Lieberman-Betz et al (2014)2221232Carter et al (2011)3323233Patterson & Smith (2011)1111121Prelock, Calhoun, Morris & Platt (2011)1111121Venker, McDuffie, Weismer & Abbeduto (2011)2211122Girolametto Sussman & Weitzman (2007)1111121McConachie, Randle, Hammal & LeCouteur (2005)3322323Sorensen (1992)1111111DiscussionThe results of this research indicate that the program is more effective than HMTW for improving the communication skills of children with ASD. However, except for Venkar et al.'s (2011) study, which showed a medium effect size, the rest reported weak effect sizes, attributed to small sample sizes and data collection methods.Active parental involvement in treatment supports the language and communication development of children with ASD (Lok et al., 2021). Conversely, Carter et al (2011) found HMTW to be more effective for children with ASD showing limited interest in objects.Children less interested in specific objects responded better to HMTW, while those more interested required additional support and different strategies. Therefore, attention should be given not only to the communication level but also to the level of interest in subjects.Furthermore, Sokmum et al (2017) concluded that parental intervention can be as effective as a therapist-led intervention. They observed minimal progress in communication skills among the control group subjected to clinical intervention compared to the experimental group undergoing HMTW.ConclusionIn general, it can be said that HMTW emphasizes the natural life and daily activities of children with ASD and considers parents' education as the main social and communication base of the child, and considering the positive results that these studies have obtained from its effectiveness, it confirms its usability and training as an early intervention - alone or in combination with other interventions. However, the effectiveness of this intervention in order to ensure its generalizability to the entire society, requires more detailed investigations and a higher sample size.
Elham Afruzeh; kourosh Amraei; Saeed Hasanzadeh; Mohammadparsa Azizi
Abstract
Due to the fact that dyslexic children have more difficulty in reading and comprehension than children who are average or above-average readers, so the purpose of this study is the Effectiveness of Visual and Auditory Perception Program on Fluency and Reading Perception in Students with Dyslexia disorder. ...
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Due to the fact that dyslexic children have more difficulty in reading and comprehension than children who are average or above-average readers, so the purpose of this study is the Effectiveness of Visual and Auditory Perception Program on Fluency and Reading Perception in Students with Dyslexia disorder. In this applied research, a single-subject research design and a multi-baseline design with different subjects were used. The statistical population studied in this study included all students with reading disorders in the second grade of elementary school who went to Tonekabon Health Learning Disorders Center in the academic year 2009-2010. The sample includes three students with reading disabilities who are selected by available means who were studying in different schools. First, the WISC-IV children’s Wechsler test, reading and dyslexia test (façade), and Researcher-made comprehension test were completed. The sessions were conducted by the researcher, after the end of the fifteenth session, and 1 month later (in order to evaluate the sustainability of the effectiveness of the educational program) The questionnaires were completed again by the children of both groups. The results showed that the training of visual-auditory perception has improved reading skills and comprehension in all subjects. So it seems that an audio-visual perception training program is a good intervention method to improve reading and comprehension. Promoting the health of students who are diagnosed with dyslexia, this intervention is an effective tool by which the reiterated goal can be achieved.
Nayereh zamani; Saeid Hassanzadeh; Mohsen Shokoohi-Yekta
Abstract
Abstract
Early intervention is important to minimize persistent difficulties in language and its related domains in preschool children with or at-risk of language impairment. The purpose of this study was to investigate the effectiveness of shared story reading program on the development of language ...
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Abstract
Early intervention is important to minimize persistent difficulties in language and its related domains in preschool children with or at-risk of language impairment. The purpose of this study was to investigate the effectiveness of shared story reading program on the development of language skills of preschool children of low socioeconomic status. This study adopted a quasi- experimental research design with pretest-posttest-follow-up and a control group. From two preschool centers in Ahmadabad Mostofi town during a multi-level screening process, 30 children whose language test scores were below the standard deviation (70-85) were selected, being diagnosed for language problems. They were randomly assigned to the experimental and control groups. Subjects in the experimental group (n=15) were further divided into four smaller groups, received 30 shared story reading program intervention sessions, each session lasting 45 minutes three days a week. Data were collected through Test of Language Development and Narrative. Data analysis was performed by using the Repeated Measures MANOVA. The results indicated a significant effect (P=0/001) of the program on increase of semantic knowledge, syntactic knowledge, and language development in general, and improvement of narrative writing in the experimental group. Post-test and follow-up differential scores also approved the effectiveness of the shared story reading program. Accordingly, the shared story reading program is recommended as a preventive program, potentially bridging the word gap for at-risk children.
ali alipoursanobari; hamid alizadeh; Ali Akbar Arjmandnia; Saeid Hassanzadeh
Abstract
The purpose of this study was to determine the effectiveness of family-based software on reading skills in elementary students with reading disorder. The statistical population of this study included all 3th grade elementary school students with learning disabilities in Mashhad in the academic year of ...
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The purpose of this study was to determine the effectiveness of family-based software on reading skills in elementary students with reading disorder. The statistical population of this study included all 3th grade elementary school students with learning disabilities in Mashhad in the academic year of 2017-2018. The sample of this study consisted of 32 individuals (two groups of 16 people). Due to the existence of 10 learning disabilities centers in Mashhad, they were randomly selected from the list of third grade elementary students with learning disabilities and randomly divided into two groups (experimental and control). The data required for this study were obtained through the Reading Performance Test (Karimi & Nouri, 2005). The educational intervention consisted of 10 sessions in families of students with learning disabilities at the beginning of each week receiving appropriate software exercises from the instructor and working with their child throughout the week. The results showed that family-based softwaretraining had a significant effect on reading skills of students with reading disorder (P <0.05). Thus, it can be said that the content of the software along with the instruction given to families to use it at home has accelerated the process of improving reading problems and disabilities in students with reading disabilities.
ali alipoursanobari; hamid alizade; Ali Akbar Arjmandnia; Saeid Hassanzadeh
Abstract
The purpose of this research is to provide family-centered educational software for assess its effectiveness the reading skills of elementary students with specific learning disability. The population of this research includes all students in third grad of elementary schools in Mashhad learning disabilities ...
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The purpose of this research is to provide family-centered educational software for assess its effectiveness the reading skills of elementary students with specific learning disability. The population of this research includes all students in third grad of elementary schools in Mashhad learning disabilities who were enrolled in 2018. The sample of 32 patients (group 16) form according to ten Learning Disorders Center at Mashhad systematic random sampling from the list of students from third basic learning disability centers (N = 215) 32 people selected randomly in two experimental and control groups were located. Data collection for this study by examining the cursor (Karami& Moradi, 2005), respectively. The results showed that family-based education software on children's reading performance with reading bakery (F=540/41,P<0/001 ) it is affect. This means that the content of the application as well as the training that was given to families to use it at home were able to improve reading difficulties and disabilities, students with disabilities accelerated reading up.