The effectiveness of executive function training on the imagination and play participation in children with autism

Abstract

Introduction: Today, executive dysfunction is one of the characteristics of autism spectrum disorder. Therefore, the aim of this study was to investigate the effectiveness of executive function training on the imagination and participation in play of children with autism. Method: The research method was quasi-experimental. The statistical population included all children aged 7 to 12 years with autism referred to Omid Speech and Occupational Therapy Clinic in Semnan. Twenty girls with autism were selected by convenience sampling method and randomly assigned to two experimental and control groups, each assigned to 10 people. In conducting this research, Gersham and Elliott (1990) social skills questionnaire, teacher form and researcher-made imagination checklist were used. Educational interventions were performed in 16 sessions of 60 minutes on the experimental group. If the control group did not receive any intervention. Data were analyzed using univariate analysis of covariance with control of pretest effect. Results: The results showed that there was a significant difference between the control and experimental groups in the variables of imagination and participation in the game (p <0.001). Also, training in executive functions had a significant effect on imagination and participation in the experimental group (p <0.001). Conclusion: It seems that teaching executive functions improves the imagination and participation in play of children with autism and is effective as an educational intervention to improve communication skills in children with autism.