Effectiveness of a Program Based on Central Cohesion Tasks to Develop Visual attention in Children with Autism Spectrum Disorder
Abstract
Previous research indicates that there are deficits in visual attention skills in children with autism spectrum disorder. The current research aims to verify the effectiveness of a program based on some tasks of central coherence (visual sensory perception and non-verbal communication) in developing visual attention skills (visual communication, visual crossing out, visual tracking, flexibility in transferring visual attention, visual joint attention) for children with disabilities with Autism spectrum disorder. The experimental method was used and the design of the experimental and control groups was chosen with pre, post and follow-up measurements. The sample consisted of 10 children at the Fort-T Rehabilitation Centre , aged between 8 and 10 years old, with a level of autism disorder (55-70) on the Gilliam scale-3, divided into two equivalent experimental and control groups. The study tools consisted of the Stanford-Binnet Intelligence Scale to determine the intelligence coefficient, the Gilliam-3 scale for diagnosing autism spectrum disorder, a visual attention scale for children with autism spectrum disorder (prepared by the researcher), and a program based on central coherence tasks (prepared by the researcher).
The data were analyzed using appropriate non-parametric statistical methods (Mann-Whitney, Wilcoxon) using the statistical program (SPSS). The results indicated the effectiveness of the central coherence task program in developing visual attention in children with autism spectrum disorder. This study supports the employment of central coherence tasks in improving the response of children with autism spectrum disorder to emotional expressions, and recommends the continuation of efforts in developing visual attention, which is the main entrance to provide these children with all positive behaviors and skills.
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DOI: https://doi.org/10.51383/jesma.2024.75
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