پديد آورندگان :
اكرمي، ليلا دانشگاه اصفهان , ملك پور، مختار دانشگاه اصفهان - دانشكدهٔ علوم تربيتي و روانشناسي - گروه روانشناسي و آموزش كودكان با نيازهاي خاص , فرامرزي، سالار دانشگاه اصفهان - دانشكدهٔ علوم تربيتي و روانشناسي - گروه روانشناسي و آموزش كودكان با نيازهاي خاص , عابدي، احمد دانشگاه اصفهان - دانشكدهٔ علوم تربيتي و روانشناسي - گروه روانشناسي و آموزش كودكان با نيازهاي خاص
كليدواژه :
اوتيسم با عملكرد بالا , برنامهٔ كيتريپلي , بلوغ , دانش جنسي , مهارتهاي اجتماعي
چكيده فارسي :
زمينه و هدف: دورهٔ بلوغ يكي از مراحل مهم زندگي بوده كه فرد با تغييرهاي مختلف جسماني و رواني روبه‌رو مي‌شود و نيازمند دريافت آموزش است. پژوهش حاضر با هدف بررسي تأثير برنامهٔ آموزشي كيتريپلي بر افزايش مهارتهاي اجتماعي و دانش جنسي نوجوانان پسر داراي اختلال اوتيسم با عملكرد بالا صورت گرفت.
روش‌بررسي: اين پژوهش طرح موردمنفرد A-B-A بود. جامعهٔ آماري را تمام نوجوانان پسر مبتلا به اختلال اوتيسم با عملكرد بالا در شهر يزد تشكيل دادند. آزمودني‌ها شامل سه پسر داراي اختلال اوتيسم با عملكرد بالا بود كه به‌شيوهٔ نمونه‌گيري هدفمند انتخاب شدند. پرسشنامه‌هاي SSIS جهت بررسي مهارتهاي اجتماعي و پرسشنامهٔ محقق‌ساخته براي ارزيابي دانش جنسي به‌كار رفت. داده‌هاي پژوهش طي تحليل ديداري نمودار داده‌ها در نرم‌افزار SPSS براساس شاخص‌هاي تحليل ديداري و آمار توصيفي تجزيه‌وتحليل شد.
يافته‌ها: نتايج نشان داد برنامهٔ كيتريپلي بر بهبود مهارتهاي اجتماعي با PND 83٫34درصد براي آزمودني‌هاي اول و سوم و 66٫66درصد در آزمودني دوم و افزايش دانش جنسي با PND 100٫0درصد براي آزمودني اول و 83٫34درصد در آزمودني‌هاي دوم و سوم مؤثر بوده است.
نتيجه‌گيري: باتوجه به يافته‌هاي پژوهش، برنامهٔ كيتريپلي با ارائهٔ محتوي ساختاريافته، مي‌تواند نقش مؤثري در افزايش مهارتهاي اجتماعي و آگاهي نوجوانان داراي اختلال اوتيسم با عملكرد بالا داشته باشد. انجام تحقيقات بيشتر در ارتباط با مسائل نوجوانان با اختلال اوتيسم ضروري به‌نظر مي‌رسد.
چكيده لاتين :
Background & Objective: Puberty is one of the most important stages in life that a person faces with various physical and mental changes and
requires training. This issue is especially important for adolescents with high–functioning autism (HFA) disorder. Amplification social skills and
enhancing sexual knowledge for this group of teens will have an important role in acceptance by others and reducing the sexual abuse of these
teenagers. The purpose of this study was to investigate the effect of Kate Ripley program on increasing social skills and sexual knowledge in
boy teens with High–functioning Autism (HFA) disorder.
Methods: The present study was a single case study of type A–B–A. The statistical population included all adolescents with HFA in Yazd city
(Center of Iran) and the subjects of this study were three 13–year–old boys with HFA disorder that selected by purposive sampling method. The
social skills improvement system (SSIS) were used to assess social skills and in order to study sexual knowledge a questionnaire that was
designed by the researchers was applied. The SSIS questionnaire prepared by Gersham and Elliot (2008) and contains 79 questions, with answers
"never, rarely, often, and always", which are graded in the order of 0,1,2,3. The questionnaire consists of two sections of social skills and
behavioral problems. A sexual knowledge questionnaire has 39 questions that includes five sub–scales (knowledge of physiology, sexual issues,
pregnancy physiology, sexually transmitted diseases and gender identity). Answers to the questions are in the form of three options: "correct",
"false" and "I do not know" and each correct answer scored one. Concerning the reliability of the questionnaires in relation to the SSIS
questionnaire, the Cronbach alpha was 0.83 and the correlation coefficient in the test–retest was 0.89. In relation to the Sexual Knowledge
Questionnaire, the correlation coefficient in the test–retest was 0.91 and the internal consistency was 0.82 using the Kuder–Richardson method.
Findings of the research were analyzed through based on visual analysis and descriptive statistics. A training program by Kate Ripley in 2014
on adolescents with HFA disorder has been developed. The program consists of two parts and 30 sessions and topics. After translating the
program and verifying its content by five experts, the program was used.
Results: Ripley's Kate program has been effective on improved social skills with PND 83.34 for the first and third subjects and 66.66 for the
second subject and increase sexual knowledge with a PND of 1.0 for the first subject and 83.34 for the second and third subjects and in relation
to all three subjects, the scores in the post–intervention phase are upward as before the intervention. In relation to social skills, the scores of three
subjects before intervention to after the interventions were equal to the first one was 62 to 87, the second one was 56 and 71, and the third was
63 to 87. In relation to sexual knowledge, the scores of subjects before intervention to after the intervention are equal to the first subject, 6 to 17,
the second subject 7 to 21, and the third subject 2 to 11.
Conclusion: Kate Ripley's program, with structured content in the intervention program, could play an effective role in increasing the social
skills and sexual knowledge of adolescents with HFA disorder and reducing their problems and further research on adolescents with autism
disorder is essential.
