Evaluating the effectiveness of joint attention training program on speech skills and receptive and expressive language components of children with autism spectrum disorder

Monir  Azizi; Hamid  Alizadeh; Kambiz Poushaneh; Parisa  Tajali

doi:10.61838/kman.aftj.4.3.14

Authors

Monir Azizi Ph.D. Student, Department of Psychology and Education of Exceptional Children, Central Tehran Branch, Islamic Azad University, Tehran, Iran Author https://orcid.org/0009-0009-4503-5307
Hamid Alizadeh Professor, Department of Psychology and Education of Exceptional Children, Allameh Tabatabai University, Tehran, Iran Author https://orcid.org/0000-0001-9612-4996
Kambiz Poushaneh Assistant Professor, Department of Education and Counseling, Central Tehran Branch, Islamic Azad University, Tehran, Iran Author https://orcid.org/0009-0007-1177-019X
Parisa Tajali Assistant professor, Department of Psychology and Education of Exceptional Children, Central Tehran Branch, Islamic Azad University, Tehran, Iran Author https://orcid.org/0000-0003-2078-5485

DOI:

https://doi.org/10.61838/kman.aftj.4.3.14

Keywords:

Joint attention, children with autism spectrum disorder, joint attention program, language components

Abstract

Aim: Determining the effectiveness of the joint attention program on expressive, receptive and spoken language components of children with autism spectrum disorder 3 to 5 years has been implemented. Methods: The statistical population includes all children with autism spectrum disorder aged 3 to 5 years who had visited special preschools for children with autism spectrum disorders and clinics in Tehran. The research sample was accessible, which included 5 children who were randomly selected. In order to evaluate the effectiveness of Nyusha's growth assessment tools program, Gilliam's Autism Spectrum Disorder scoring scale (GARS 3) and the set of false belief tasks were used. Descriptive statistics, observational analysis, effect size and recovery percentage methods were used to analyze the data. Results: After the analysis, the results of the research also showed the average scores in the expressive and receptive language components after the implementation of the joint attention training program compared to the baseline, the trend of relative growth and overall improvement. Conclusion: The results of this research indicate the effectiveness of the joint attention training program on improving the expressive, receptive and spoken language components of children with autism spectrum disorder. Therefore, it is suggested to use this educational program to improve the language skills of these children.