Volume 19, Issue 2 (Summer 2018)
jrehab 2018, 19(2): 150-159 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Ramshini M, Hasanzadeh S, Afroz G A, Hashemi Razini H. The Effect of Family-Centered Nature Therapy on Children With Autism Spectrum Disorder. jrehab 2018; 19 (2) :150-159
URL: http://rehabilitationj.uswr.ac.ir/article-1-2294-en.html
URL: http://rehabilitationj.uswr.ac.ir/article-1-2294-en.html
1- Department of Psychology, Faculty of Literature Humanities and Social Sciences, Science and Research Branch, Islamic Azad University, Tehran, Iran., University of Social Welfare & Rehabilitation Sciences
2- Department of Psychology and Education of Exceptional Children, Faculty of Psychology and Education, University of Tehran, Tehran, Iran. ,shasan@ut.ac.ir
3- Department of Psychology and Education of Exceptional Children, Faculty of Psychology and Education, University of Tehran, Tehran, Iran., Tehran University
4- Department of General Psychology, Faculty of Psychology and Education, Kharazmi University, Tehran, Iran., Kharazmi University
2- Department of Psychology and Education of Exceptional Children, Faculty of Psychology and Education, University of Tehran, Tehran, Iran. ,
3- Department of Psychology and Education of Exceptional Children, Faculty of Psychology and Education, University of Tehran, Tehran, Iran., Tehran University
4- Department of General Psychology, Faculty of Psychology and Education, Kharazmi University, Tehran, Iran., Kharazmi University
Abstract: (7145 Views)
Objective The treatment of autism, a long-term developmental neurological disorder, is controversial. Because of the increasing trend and the lack of a known cause in this area, the treatment is complicated; obscure development of the disorder is a fundamental issue for the parents of these children. Due to the nature of the disorder and involvement of long durations of treatment, various therapeutic methods are used. In addition to the present treatments, a cost-effective and effective treatment is nature therapy (Eco therapy). Therefore, we decided to study the effectiveness of family-centered nature therapy on children with autism spectrum disorder.
Materials & Methods A quasi-experimental (pre-test/post-test) study was conducted involving children with autism spectrum disorder (3-7 years old) who were referred to Tehran’s rehabilitation and therapeutic centers. Fourteen children with autism spectrum disorder were selected by an available sampling method and randomly assigned to experimental and control groups. In each group, 7 children (6 boys and 1 girl) were placed. Ten therapeutic sessions were conducted in 3 months in the summer of 2017; each session was held for 3 hours (9 am to 12 pm) in the Nature School of Savan (located in Chitgar Forest Park) with the obligatory presence of parents (parents or at least one of them). To collect data, the Autism Treatment Evaluation Checklist (ATEC) and the Nature Therapy programs (based on the theoretical framework and relevant research findings) were used. The Autism Treatment Evaluation Checklist (ATEC) consisting of four parts, speech / language / communication, socialization, sensory / cognitive awareness, and health / physical / behavior were scrutinized three times, i.e., before the start of the session, 10 days after the last session of education and three months after the last training session. Each family was followed up by the other families. The variables studied in this study were, family-centered nature therapy (independent variable) and autism spectrum disorder syndrome (dependent variable). Data were analyzed using descriptive statistical methods (mean, standard deviation, minimum and maximum scores) and inferential methods (Leven test to assess the assumption of the equation of error variances, Kolmogorov-Smirnov test to examine the normal distribution of covariance analysis and to investigate the effect of test conditions on the dependent variable of the groups).
Results The results showed that the average score of the post-test for Autism Treatment increased in the experimental group (172.3±5.11) compared with the post-test for control (1.151±10.24), which was statistically significant. This showed that the nature therapy program brought an improvement in children with autism spectrum disorder. Also, the average follow-up scores (after 3 months) of the experimental group (173.91±12.02) indicated the efficacy of treatment. The results of covariance analysis indicated that the calculated F value (F=21.91) was highly significant (P<0.001), indicating the effectiveness of the experimental conditions on the dependent variable (improvement in syndrome).
Conclusion The findings of this study showed that family-centered nature therapy improved the syndrome in children with autism spectrum disorder. These children have shown remarkable progress, especially in the field of social and communication skills. Therefore, it is suggested that this type of treatment has positive, simple and accessible effects and can be used as a complementary method along with other treatments for these children.
Materials & Methods A quasi-experimental (pre-test/post-test) study was conducted involving children with autism spectrum disorder (3-7 years old) who were referred to Tehran’s rehabilitation and therapeutic centers. Fourteen children with autism spectrum disorder were selected by an available sampling method and randomly assigned to experimental and control groups. In each group, 7 children (6 boys and 1 girl) were placed. Ten therapeutic sessions were conducted in 3 months in the summer of 2017; each session was held for 3 hours (9 am to 12 pm) in the Nature School of Savan (located in Chitgar Forest Park) with the obligatory presence of parents (parents or at least one of them). To collect data, the Autism Treatment Evaluation Checklist (ATEC) and the Nature Therapy programs (based on the theoretical framework and relevant research findings) were used. The Autism Treatment Evaluation Checklist (ATEC) consisting of four parts, speech / language / communication, socialization, sensory / cognitive awareness, and health / physical / behavior were scrutinized three times, i.e., before the start of the session, 10 days after the last session of education and three months after the last training session. Each family was followed up by the other families. The variables studied in this study were, family-centered nature therapy (independent variable) and autism spectrum disorder syndrome (dependent variable). Data were analyzed using descriptive statistical methods (mean, standard deviation, minimum and maximum scores) and inferential methods (Leven test to assess the assumption of the equation of error variances, Kolmogorov-Smirnov test to examine the normal distribution of covariance analysis and to investigate the effect of test conditions on the dependent variable of the groups).
Results The results showed that the average score of the post-test for Autism Treatment increased in the experimental group (172.3±5.11) compared with the post-test for control (1.151±10.24), which was statistically significant. This showed that the nature therapy program brought an improvement in children with autism spectrum disorder. Also, the average follow-up scores (after 3 months) of the experimental group (173.91±12.02) indicated the efficacy of treatment. The results of covariance analysis indicated that the calculated F value (F=21.91) was highly significant (P<0.001), indicating the effectiveness of the experimental conditions on the dependent variable (improvement in syndrome).
Conclusion The findings of this study showed that family-centered nature therapy improved the syndrome in children with autism spectrum disorder. These children have shown remarkable progress, especially in the field of social and communication skills. Therefore, it is suggested that this type of treatment has positive, simple and accessible effects and can be used as a complementary method along with other treatments for these children.
Type of Study: Applicable |
Subject:
Exceptional Children Psychology
Received: 8/10/2017 | Accepted: 11/03/2018 | Published: 22/06/2018
Received: 8/10/2017 | Accepted: 11/03/2018 | Published: 22/06/2018
References
1. American Psychiatric Association. Diagnostic and statistical manual of mental disorders [F Rezaee, et al., Persian trans.]. Tehran: Arjmand Pub; 2013.
2. Murphy R. SPICe briefing: Autism spectrum disorder. Edinburgh: Scottish Parliament Information Centre; 2017.
3. Russell S, McCloskey CR. Parent perceptions of care received by children with an autism spectrum disorder. Journal of Pediatric Nursing. 2016; 31(1):21–31. [DOI:10.1016/j.pedn.2015.11.002] [DOI:10.1016/j.pedn.2015.11.002]
4. Centers for Disease Control and Prevention (CDC). A snapshot of autism spectrum disorder among 8-year-old children in Multiple Communities across the United States. Atlanta: United States Department of Health and Human Services; 2014.
5. Hsiao YJ. Pathways to mental health-related quality of life for parents of children with autism spectrum disorder: roles of parental stress, children's performance, medical support, and neighbor support. Research in Autism Spectrum Disorders. 2016; 23:122–30. [DOI:10.1016/j.rasd.2015.10.008] [DOI:10.1016/j.rasd.2015.10.008]
6. Golzari F, Hemati Alamdarloo G, Moradi S. The effect of a social stories intervention on the social skills of male students with autism spectrum disorder. SAGE Open. 2015; 5(4):215824401562159. [DOI:10.1177/2158244015621599] [DOI:10.1177/2158244015621599]
7. Morgenthal AH. Child-centered play therapy for children with autism: A case study (PhD dissertation). Culver City, California: Antioch University; 2015.
8. Welterlin A, Turner Brown LM, Harris S, Mesibov G, Delmolino L. The home teacching program for toddlers with autism. Journal of Autism and Developmental Disorders. 2011; 42(9):1827–35. [DOI:10.1007/s10803-011-1419-2] [DOI:10.1007/s10803-011-1419-2]
9. Politte LC, Howe Y, Nowinski L, Palumbo M, McDougle CJ. Evidence-based treatments for autism spectrum disorder. Current Treatment Options in Psychiatry. 2015; 2(1):38–56. [DOI:10.1007/s40501-015-0031-z] [DOI:10.1007/s40501-015-0031-z]
10. Leaf JB, Leaf R, McEachin J, Taubman M, Ala'i-Rosales S, Ross RK, et al. Applied behavior analysis is a science and, therefore, progressive. Journal of Autism and Developmental Disorders. 2015; 46(2):720–31. [DOI:10.1007/s10803-015-2591-6] [DOI:10.1007/s10803-015-2591-6]
11. Battaglia D, McDonald ME. Effects of the Picture Exchange Communication System (PECS) on maladaptive behavior in children with Autism Spectrum Disorders (ASD): A review of the literature. Journal of the American Academy of Special Education Professionals. 2015; 8:20.
12. Seifert AR. Cultivating new lives: Anethnographic pilot study of Eco-therapy provision for people with Alcohol-related problems in Northern Ireland. Anthropology in Action. 2014; 21(1):4-12. [DOI:10.3167/aia.2014.210103] [DOI:10.3167/aia.2014.210103]
13. Corazon SS, Stigsdotter UK, Jensen AG, Nilsson K. Development of the nature-based therapy concept for patients with stress-related illness at the Danish healing forest garden Nacadia. Journal of Therapeutic Horticulture. 2010; 20:33-51.
14. Plambech T, Konijnendijk van den Bosch CC. The impact of nature on creativity: A study among Danish creative professionals. Urban Forestry & Urban Greening. 2015; 14(2):255–63. [DOI:10.1016/j.ufug.2015.02.006] [DOI:10.1016/j.ufug.2015.02.006]
15. Adams M, Jordan M, Wren J, Wright J. The grow project: A report on the well-being benefits of nature connection for people with experience of mental distress. Brighton, UK: University of Brighton, Community and University Partnership Project. 2014.
16. Sempik J. Green care and mental health: Gardening and farming as health and social care. Mental Health and Social Inclusion. 2010; 14(3):15–22. [DOI:10.5042/mhsi.2010.0440] [DOI:10.5042/mhsi.2010.0440]
17. Mind for Better Mental Health. Making sense of ecotherapy [Internet]. 2015. Availble from: https://mhaw.nz/assets/Overseas-lit-PDFs/making-sense-of-ecotherapy-MIND-2013.pdf
18. Mustapa ND, Maliki NZ, Hamzah A. Repositioning children's developmental needs in space planning: A review of connection to nature. Procedia-Social and Behavioral Sciences. 2015; 170:330-9. [DOI:10.1016/j.sbspro.2015.01.043] [DOI:10.1016/j.sbspro.2015.01.043]
19. Kahn PH, Kellert SR. Children and nature: Psychological, sociocultural, and evolutionary investigations. Cambridge: MIT Press; 2002.
20. Brown DK, Barton JL, Pretty J, Gladwell VF. Walks4Work: Assessing the role of the natural environment in a workplace physical activity intervention. Scandinavian Journal of Work, Environment & Health. 2014; 40(4):390–9. [DOI:10.5271/sjweh.3421] [DOI:10.5271/sjweh.3421]
21. McCurdy LE, Winterbottom KE, Mehta SS, Roberts JR. Using nature and outdoor activity to improve children's health. Current Problems in Pediatric And Adolescent Health Care. 2010; 40(5):102-17. [DOI:10.1016/j.cppeds.2010.02.003] [DOI:10.1016/j.cppeds.2010.02.003]
22. Louv R. Last child in the woods: Saving our childran from nature-deficit disorder [A Hosseinian, F Azad, Persian trans.]. Tehran: Talangor Pub; 2016.
23. Pouretemad HR, Khooshabi K. [The effect of autism therapeutic behavioral therapy-Lovaas on children with autistic disorders (Persian)]. Tehran: Shahid Beheshti University of Medical Sciences; 2004.
24. Haller RL, Kramer CL. Horticultural therapy methods: Connecting people and plants in health care, human services, and therapeutic programs. Abingdon: CRC Press; 2017.
25. Bagot KL, Allen FC, Toukhsati S. Perceived restorativeness of children's school playground environments: Nature, playground features and play period experiences. Journal of environmental psychology. 2015; 41:1-9. [DOI:10.1016/j.jenvp.2014.11.005] [DOI:10.1016/j.jenvp.2014.11.005]
26. Rogerson M, Barton J. Effects of the visual exercise environments on cognitive directed attention, energy expenditure and perceived exertion. International Journal of Environmental Research and Public Health. 2015; 12(7):7321-36. [DOI:10.3390/ijerph120707321] [PMID] [PMCID] [DOI:10.3390/ijerph120707321]
27. Rat W. Nature and the child (Practical guideline for nature schools) [AH Vahabzade, Persian trans.]. Mashhad: Sahra Pub; 2016.
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
Copyright © The Author(s);
This is an open access article distributed under the terms of the Creative Commons Attribution License (CC-By-NC), which permits use, distribution, and reproduction in any medium, provided the original work is properly cited and is not used for commercial purposes.
Contact Information
This is an open access article distributed under the terms of the Creative Commons Attribution License (CC-By-NC), which permits use, distribution, and reproduction in any medium, provided the original work is properly cited and is not used for commercial purposes.
Contact Information
