The Effectiveness of PECS Educational Therapy Method on Reducing the Symptoms of Attention Deficit and Behavioral Problems of Adolescents with Autism

Zahra Sheikh; Kamian Khazaei

doi:10.61838/kman.jayps.1.1.15

Authors

Zahra Sheikh M.A of Clinical Psychology, Islamic Azad University, Chalus Branch, Chalus, Iran Author https://orcid.org/0000-0003-4271-3933
Kamian Khazaei Department of Educational Sciences, Faculty of Humanities, Islamic Azad University, Chalus Branch, Chalus, Iran Author https://orcid.org/0000-0002-8141-2810

DOI:

https://doi.org/10.61838/kman.jayps.1.1.15

Keywords:

Picture Exchange Communication System (PECS), symptoms of attention deficit, behavioral problems, autism

Abstract

Background and Aim: This study aimed to investigate the effectiveness of PEX educational therapy method in reducing attention deficit symptoms and reducing behavioral problems of adolescents with autism. Method: This research was conducted in a quasi-experimental way, and the statistical population of this research included teenagers with autism from autism centers in areas 2 and 5 of Tehran. In the form of random cluster sampling, first, a list of autism centers was prepared, two centers were selected randomly, and the Gilliam (Garz) autism rating scale was implemented. Those who scored between 121 and 130 were among them. Also, 40 people with higher scores in attention deficit and behavioral problems questionnaires were selected and randomly replaced into 2 groups, 20 people in the experimental group and 20 people in the control group. A short diagnostic questionnaire of attention deficit hyperactivity disorder (ADHD) and Achenbach's behavioral inventory was used to measure the variables, and multivariate covariance analysis was used to analyze the data. Results: The results indicated that, in general, the PEX educational method was effective on the symptoms of attention deficit and behavioral problems of children with autism with coefficients of 0.45 and 0.54, respectively; also, this intervention is one of the components of behavioral problems have been effective in isolation/depression, social problems, attention problems, and aggressive behavior with coefficients of 0.40, 0.22, 0.32 and 0.22, respectively. Also, this therapeutic intervention, among the components of attention deficit symptoms, respectively, has been effective on attention-deficit/memory problems and restlessness/hyperactivity with coefficients of 0.60 and 0.59. Conclusion: Therefore, it is concluded that PEX educational therapy method effectively reduces attention deficit symptoms and behavioral problems of adolescents with autism.

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References

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