ARTICLE
Effectiveness of play-based empathy training on social skills in students with Autistic Spectrum Disorders
| 1 | Islamic Azad University of Lahijan |
| 2 | University of guilan |
CORRESPONDING AUTHOR
Submission date: 2018-10-04
Final revision date: 2019-02-14
Acceptance date: 2019-03-09
Online publication date: 2019-09-07
Publication date: 2019-09-07
Arch Psych Psych 2019;21(3):71–76
KEYWORDS
TOPICS
ABSTRACT
Aim of the study:
This study was performed to investigate the effectiveness of play-based empathy training on social skills improvement in autistic students.
Subject or material and methods:
it was a preliminary study with a pretest-posttest design, and a control group. The statistical population consisted all students with autism spectrum disorders in Rasht city in academic year 2016-17. The sample included 8 students selected via convenience sampling method, put randomly into the experimental (N=4) and control group (N=4). After taking the pretest through Social Skills Assessment (stone et al, 2010), the experimental group participated in 18 sessions (45-minutes) of play-based empathy training, while the control group received no intervention. At the end, the posttest was performed on both groups.
Results:
The results showed that play-based empathy training could improve social skills in autistic students.
Discussion:
The results provide support for the role of play-based empathy training in improving social skills and psychological health in students with Autism Spectrum Disorders.
Conclusions:
The results provide support for the role of play-based empathy training in improving social skills and psychological health in students with Autism Spectrum Disorders.
This study was performed to investigate the effectiveness of play-based empathy training on social skills improvement in autistic students.
Subject or material and methods:
it was a preliminary study with a pretest-posttest design, and a control group. The statistical population consisted all students with autism spectrum disorders in Rasht city in academic year 2016-17. The sample included 8 students selected via convenience sampling method, put randomly into the experimental (N=4) and control group (N=4). After taking the pretest through Social Skills Assessment (stone et al, 2010), the experimental group participated in 18 sessions (45-minutes) of play-based empathy training, while the control group received no intervention. At the end, the posttest was performed on both groups.
Results:
The results showed that play-based empathy training could improve social skills in autistic students.
Discussion:
The results provide support for the role of play-based empathy training in improving social skills and psychological health in students with Autism Spectrum Disorders.
Conclusions:
The results provide support for the role of play-based empathy training in improving social skills and psychological health in students with Autism Spectrum Disorders.
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