نوع مقاله : مقاله پژوهشی
نویسندگان
1 استادیار گروه آموزش تربیت بدنی، دانشگاه فرهنگیان، تهران، ایران.
2 استاد، گروه روانشناسی، دانشکده علوم تربیتی روانشناسی، و دانشگاه محقق اردبیلی، اردبیل، ایران
3 دانشجوی کارشناسی رشته آموزش ابتدایی، دانشگاه فرهنگیان، پردیس بنت الهدی صدر اردبیل، ایران.
4 استادیار گروه بیومکانیک ورزشی، دانشگاه محقق اردبیلی، اردبیل، ایران
5 گروه بیومکانیک ورزشی، دانشکده علوم تربیتی و روانشناسی، دانشگاه محقق اردبیلی، اردبیل، ایران
چکیده
کلیدواژهها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
Background and Objective: Autism Spectrum Disorder (ASD) is a lifelong neurodevelopmental condition that typically emerges in early childhood. Given the increasing prevalence of ASD and the need for cost-effective interventions, play therapy has become a promising approach to improving social skills in children with ASD. This study aimed to assess the effectiveness of play therapy in enhancing social interactions in students with ASD.
Methods: A meta-synthesis was conducted to analyze studies on ASD and play therapy. A comprehensive search was performed in Google Scholar, PubMed, Scopus, NoorMags, IranDoc, and SID, covering publications from 2010 to 2024. Articles were selected based on relevance and methodological rigor. Keywords included autism, play therapy, social skills, and play-based intervention in ASD. Data were analyzed using thematic synthesis and a three-stage coding process, resulting in 124 open codes, 17 sub-themes, and 6 main themes. Validity and reliability were established using a multi-source approach and a kappa coefficient of 0.89 derived from two coders.
Findings: Results indicated that play therapy significantly improves social skills, reduces behavioral challenges, and enhances peer interactions in children with ASD. The six key themes included autistic personality profiling, family roles in social adaptation, social development through play therapy, cognitive aspects of play therapy, technology’s role in ASD therapy, and the social functions of play therapy.
Conclusion: Play therapy is an effective and adaptable intervention for students with ASD. These findings can guide the development of targeted programs, improving outcomes and the quality of life for children with ASD and families.
کلیدواژهها [English]
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