Fateme Mohammadi, Fatemeh Cheraghi, Salman Khazaei, Mahdieh Seyedi, Mohammad Rezaei, Fatemeh Mirzaie,
Volume 20, Issue 4 (December 2022)
Abstract
Objectives: The disability to recognize facial emotions is one of the behavioral problems in autistic children. This study was designed to evaluate the effect of education on the promotion of face recognition.
Methods: This single-blind clinical trial study was conducted on children with autism. The participants were allocated with random sampling to the two groups. Autistic children in the intervention group were educated in 10 sessions with 40 facial emotions images, each session lasted 20 min. Autistic children in the control group underwent routine teaching. The assistant researcher completed the Benton questionnaire for each child before and after the study. The obtained data were analyzed with SPSS software, version 22.
Results: This study showed that education on facial emotions has good effects on the recognition of facial expressions by children with autism. In addition, a significant difference is identified between the two study groups in identifying facial emotions (P<0.001).
Discussion: Education to children with autism improved facial emotion identification. Therefore, according to the increase in children with autism all over the world such as in Iran, it seems that caregivers and health managers should review and use our study results for providing a supportive environment to promote recognition emotional states of the face and ultimately to improve the child’s treatment.
Sima Ali Hosseini, Fateme Mohammadi, Seyed Reza Borzuo, Salman Khazaei, Seyedeh Zahra Masoumi,
Volume 22, Issue 4 (December 2024)
Abstract
Objectives: Children with hearing loss often undergo considerable pain and distress due to their hearing impairment, leading to challenges in engaging constructively with others. Using games, mainly through play therapy, can significantly enhance interaction and adjustment in children, especially those with hearing impairments. This research seeks to evaluate the impact of play therapy on the adaptation and self-confidence of children dealing with hearing challenges.
Methods: This randomized controlled trial was conducted at a welfare center affiliated with the Hamadan University of Medical Sciences in western Iran. Sixty-two children with hearing loss were selected from the welfare center. They were then assigned to the play therapy or control group using block random sampling. The pre- and post-intervention assessments included completing demographic information, an adaptability questionnaire for elementary school children, and a self-esteem inventory.
Results: The implementation of play therapy led to a significant increase in adaptability immediately after the intervention and one month later (P<0.001). Moreover, a notable difference was observed between the two groups at the end of the study (P<0.001). Throughout the research, play therapy consistently elevated the self-esteem of the children. After the study, a noticeable difference was observed between the two groups (P<0.001).
Discussion: lay therapy effectively increased adaptability and improved self-esteem in children with hearing loss. So, caregivers can use play therapy as therapeutic care to increase social adaptation and self-confidence in these children.
