فعالية طريقة رکوب الخيل العلاجية في تحسين المهارات الاجتماعية عند الأطفال التوحديين في مدينة عمان | ||||
| التربية (الأزهر): مجلة علمية محکمة للبحوث التربوية والنفسية والاجتماعية) | ||||
| Article 6, Volume 35, 168 جزء 4, April 2016, Page 301-317 PDF (246.98 K) | ||||
| Document Type: بحوث فی مجال علم النفس والصحة النفسیة | ||||
| DOI: 10.21608/jsrep.2016.32076 | ||||
 View on SCiNiTO | ||||
| Author | ||||
| محمد عبد السکارنة | ||||
| أستاذ مشارک - قسم التربية الخاصة، کلية الأميرة رحمة الجامعية - جامعة البلقاء التطبيقية | ||||
| Abstract | ||||
| هدفت الدراسة الحالية إلى معرفة فعالية طريقة رکوب الخيل العلاجية في تحسين المهارات الاجتماعية عند الأطفال التوحديين في مدينة عمان. 10اطفال توحديين تم اختيارهم من مراکز التربية الخاصة بالتوحد بعد موافقة الأهل للمشارکة في الدراسة. فرضية الدراسة کانت تنص على أن الأطفال التوحديين سوف يظهرون تحسنا في المهارات الاجتماعية بعد مرورهم بثمانية أسابيع من رکوب الخيل. استخدم تصميم الاختبار القبلي والبعدي لمجموعة واحدة. استخدم مقياس ستون کمقياس قبلي لتحديد المهارات الاجتماعية للمشارکين. أخضعت المجموعة لبرنامج رکوب خيل لمدة ثمانية أسابيع وبواقع 45 دقيقة تدريب في الأسبوع. بعد الانتهاء من فترة التدريب أخضعت المجموعة لاختبار بعدي ومعادلة ويلککسون للتعرف على دلالة الفروق بين الاختبار القبلي والبعدي وکأداة لتحليل النتائج. أشارت النتائج إلى أن طريقة رکوب الخيل العلاجية تحسن المهارات الاجتماعية عند الأطفال التوحديين. يستنتج من هذه الدراسة أن طريقة رکوب الخيل العلاجية لها تأثير ايجابي في تحسين المهارات الاجتماعية عند الأطفال التوحديين. The aim of this study was to investigate the effect of Hippotherapy on social skills of children with autism spectrum disorder. Participants were 10 children with autism spectrum disorder in a special education center for autistic children in Amman, Jordan. The hypothesis of the study was that participants would demonstrate significant improvement in social skills following 8-weeks Hippotherapy intervention. Using a one Group Pre and Post Test design, the Stone's social skills Scale was administered to assess the social skills of children with autism spectrum disorder as pre-test. Then the subjects participated in 8-weeks Hippotherapy program consisting of 45 minutes session of riding per week. After completion of the 8-weeks intervention the post-test was applied. A Wilcoxon Signed-Rank Test was utilized to analyze the data. The results indicated that Hippotherapy improves affective understanding and perspective taking, initiating interactions and maintaining interactions significantly. It can be concluded that Hippotherapy has a positive effect on social skills improvement. | ||||
| Keywords | ||||
| الأطفال التوحديين، المهارات الاجتماعية، طريقة رکوب الخيل العلاجية Children with Autism; Social Skills; Hippo therapy | ||||
| References | ||||
|
المراجع العربیة الخطیب، جمال. (2001). تعدیل سلوک الأطفال المعوقین, دلیل الآباء والمعلمین. عمّان: دار حنین. نصر, سهى. (2002). الاتصال اللغوی للطفل التوحّدی, التشـخیص, البرامج العلاجیة. عمّان: دار الفکر. یحیى، خولة. (2000). الاضطرابات السلوکیة والانفعالیة. عمّان: دار الفکر. المراجع الأجنبیة All, A. C., Loving, G. L., & Crane, L. L. (1999). Animals, Horseback Riding, and Implications for Rehabilitation Therapy. Journal of Rehabilitation, 65(3), 49-57.
American Hippotherapy Association. (2007). Hippotherapy as a Treatment Strategy. Retrieved October 11, 2016, from http://www.americanhippotherapyassociation.org/aha_hpot_tool.htm#
American Psychiatric Association. (2000). Diagnostic and Statistical Manual of Mental Disorders, (4th ed., text revision). Washington, DC: American Psychiatric Association.
Bass, M. M., Duchowny. C. A., &Llabre, M. M. (2009). The Effect of Therapeutic Horseback Riding on Social Functioning in Children with Autism. Journal of Autism and Developmental Disorders, 39, 1261-1267. http://dx.doi.org/10.1007/s10803-009-0734-3
Bellini, S. (2004). Social Skill Deficits and Anxiety in High-Functioning Adolescents with Autism Spectrum Disorder. Focus on Autism and Developmental Disability, 19 (3), 78-86. http://dx.doi.org/10.1177/10883576040190020201
Bellini, S, Peters, J. K., Benner, L., & Hope, A. (2007). A Meta- Analysis of School – Based Social Skills Interaction for Children with Autism Spectrum Disorder. Remedial and Special Education, 28(3), 152-162. http://dx.doi.org/10.1177/07419325070280030401
Britton, V. (1991). Riding for the Disabled. London: B.T. Batsford Ltd. www.ccsenet.org/jel, Journal of Education and Learning Vol. 2, No. 3; 2013
Funahashi, A., & Carterette, E. C. (1985). Musical Empathy. Journal of Auditory Research, 25(1), 47-65.
Gabriels, R. L., Agnew, J. A., Holt, K. D., Shoffner, A., Zhaoxing, P., Ruzzano, S., Clayton, G. H., & Mesibov, G. (2012). Pilot Study Measuring the Effects of Therapeutic Horseback Riding on School-Age Children and Adolescents with Autism Spectrum Disorders. Research in Autism Spectrum Disorder, 6, 578-588. http://dx.doi.org/10.1016/j.rasd.2011.09.007
Ghorban, H. , Sedigheh R. D., Marzieh G. & Yaghoob, G. (2013). Effectiveness of Therapeutic Horseback Riding on Social Skills of Children with Autism Spectrum Disorder in Shiraz, Iran. Journal of Education and Learning, Vol. 2, No. 3, 79-84.
Gillberg, C. (1991). The Autistic Dimension. Lancet Magazine, l. 337 (.8751), 1192-1194.
Hauck, M., Fein, D., Waterhouse, L.,& Feinstein, C. (1995). Social Initiations by Autistic Children to Adults and Other Children. Journal of Autism and Developmental Disorders, 25(6), 579-595. http://dx.doi.org/10.1007/BF02178189
Ingersoll, B., Lewis, E., &Kroman, E. (2007).Teaching the Imitation and Spontaneous Use of Descriptive Gestures in Young Children with Autism Using a Naturalistic Imitation Intervention. Journal of Autism and Developmental Disorders, 37, 1446-1456. http://dx.doi.org/10.1007/s10803-006-0221-z
Keino, H., Funahashi, A., Keino, H., Miva, C., Hosokava, M., Hayashi, Y., &Kavakita, K. (2009). Horseback Riding to Facilitate Communication Ability of Children with Pervasive Developmental Disorders. Journal of Equine Science, 20(4), 79-88. http://dx.doi.org/10.1294/jes.20.79
King, N. (2007). Perceived Efficacy of Therapeutic Riding for Children with Autism. In B. Engel, & J. MacKinnon (Eds.), Enhancing Human Occupation through Hippo Therapy (pp. 119-126). Bethesda, MD: American Occupational Therapy Association.
Kuoch, H. (2000). Social Story Interventions for Young Children with Autism Spectrum Disorders. A Thesis Submitted in Partial Fulfillment of Requirements for the Degree of Master of Arts In The University Of British Columbia.
Lord, C. & Hopkins, S. (1986). The Social Behavioral of Autistic Children With Younger and Same Age Non-Handicapped Peers. Journal of Autism and Developmental Disorders, 16(3), 249-262.
Macauley, B. L., &Guiterrez, K. M. (2004). The Effectiveness of Hippo Therapy for Children with Language-Learning Disabilities. Communication Disorders Quarterly, 25(4), 205-217. http://dx.doi.org/10.1177/15257401040250040501
Mash, J. E., & Barkley, R. A. (Eds) (2006). Treatment of Childhood Disorders. New York: Guilford.
McDonough, L., Stahmer, A., Schreibman, L., & Thompson, S. J. (1997). Deficits, Delays, and Distractions: An Evaluation of Symbolic Play and Memory in Children with Autism. Development and Psychopathology, 9, 17–41.
Ladd, G. W., Mize, J. (1983). A Cognitive -Social Learning Model of Social-Skill Training. Psychological Review, 90 (2), 127-157.
Scttone, D., Daniel, H., Tingstrom, & Susan, M. Wilczynski. (2006). Increasing Appropriate Social Interactions of Children with Autism Spectrum Disorder Using Social Stories. Focus on Autism and other Development Disabilities, 21(4), 211-222. http://dx.doi.org/10.1177/10883576060210040201
Sigman M. D., Kasari C., Kwon J. H., &Yirmiya N. (1992).Responses to the Negative Emotions of Others by Autistic, Mentally Retarded, and Normal Children. Child Development, 63, 796-807. http://dx.doi.org/10.2307/1131234
Smith, T. E. C., Polloway, E. A., Patton, J. R., & Dowdy, C. A. (2011).Teaching Students with Special Needs in Inclusive Settings. New York: Allyn & Bacon, Inc.
Stone, W. L., Coonrod, E. E., &Ousley, O. Y. (2000). Brief Report – Screening Tool for Autism in Two-Year-Olds (STAT): Development and Preliminary Data. Journal of Autism and Developmental Disorders, 30, 607-612. http://dx.doi.org/10.1023/A:1005647629002
Stone, W., Ruble, L., Coonrod, E., Hepburn, S., Pennington, M., Burnette, C., & Brighham, N. (2010). TRIAD Social Skill Assessment. Nashvill: Vanderbilt Kennedy Center.
Tager-flusberg, H.(1999). A Psychological Approach to Understanding the Social and Language Impairment in Autism. International Review of Psychiatry, 11(4), 325-335.
Wing, L.(1979). Social, Behavioral, and Cognitive Characteristics: An Epidemiological Approach. In: M. Rutter & E. Schopler: Autism a Reappraisal of Concept and Treatment: (PP.27-46). New York and London: Plenum Press. | ||||
|
Statistics Article View: 200 PDF Download: 1,712 |
||||
