Document Type : Research Paper
Authors
1 Ph.D. Student, Department of Psychology and Education of Children Exceptional Children, Faculty of Education & Psychology, University of Isfahan, Isfahan, Iran
2 Associate Professor, Department of Psychology and Education of People with Special Needs, Faculty of Educational Sciences and Psychology, University of Isfahan, Isfahan, Iran.
Abstract
Aim of the present study was to adapt play and activities based on the Totally Physical Response (TPR) method and compare its effectiveness with the Picture Exchange Communication System (PECS) method on the language skills (comprehensive and expressive) of students with autism. The present study method was a quasi-experimental type with a per-test-post-test design and a two-month follow-up with the control group. The statistical sample was 45 students aged 7 to 12 with autism in Qom in the academic year 2024-2025, who were selected based on the inclusion and exclusion criteria and were randomly assigned to three groups (two experimental groups and one control group) with 15 students in each group. The Test of Language Development (TOLD:P:3) by Hammill & Newcomer (1997) was used to measure language skills. The first experimental group underwent 12 sessions of the picture exchange communication system method and the second experimental group underwent 22 sessions of play and activities based on the totally physical response method, and the control group did not receive any intervention. The collected data were analyzed using repeated measures analysis of variance. The results showed that play and activities based on the totally physical response method and the picture exchange communication system method had positive effects on the language skills (comprehensive and expressive) of students with autism (P < 0.05). These methods improved the language skills of students with autism. Therefore, both methods are effective and can be considered by therapists, psychologists, teachers, and mothers of children with autism.
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