The purpose of this research is the effectiveness of training self-help skills on social interactions and communication of children with autism spectrum disorders. In this regard, 28 autism boy, 6 -10 years old, were selected thorough accessible sample from Besharat special school. They were randomly assigned to intervention and comparison groups, each group consist 14 children. GARS2: Gilliam Autism Rating Scale second editions (Samadi, 2013) were used for measuring autism symptoms, respectively. The intervention group received teaching self-help skills during 6 months (a 45-minute session per week) while comparison group received no teaching. Pretest and the posttest values of communication problems and social interactions cores were significantly different. (P < 0. 005).
Vahedi Motlagh, M., & Azedolmaleki, S. (2016). Effectiveness of training self-help skills on social interaction and communication of children with autism spectrum disorders. Empowering Exceptional Children, 7(2), 9-18.
MLA
Masomeh Vahedi Motlagh; Sodabeh Azedolmaleki. "Effectiveness of training self-help skills on social interaction and communication of children with autism spectrum disorders". Empowering Exceptional Children, 7, 2, 2016, 9-18.
HARVARD
Vahedi Motlagh, M., Azedolmaleki, S. (2016). 'Effectiveness of training self-help skills on social interaction and communication of children with autism spectrum disorders', Empowering Exceptional Children, 7(2), pp. 9-18.
VANCOUVER
Vahedi Motlagh, M., Azedolmaleki, S. Effectiveness of training self-help skills on social interaction and communication of children with autism spectrum disorders. Empowering Exceptional Children, 2016; 7(2): 9-18.
