Impact of Individual Differences Intervention (Floortime) Based on Parents’ Expressed Emotion on Children’s Social Skills With High-Functioning Autism Disorder

Abstract

Objectives This study was conducted to design Individual Differences intervention based on parents' expressed emotion and its impact on children's social skills with high-functioning autism disorder. Methods The first part of this study is comparative-causal and the second part is a semi-experimental study. In order to design Floortime treatment plan based on parents' expressed emotion, first in an Embedded Design Mixed Research Method by means of researcher's questionnaire for qualitative measurement and family questionnaire for quantitative part of emotional state of mothers with autistic children were measured. Accordingly, the treatment plan with 23 meetings was codified. Finally, 20 children with high-functioning autism were selected from the autism centers by available sampling. Out of them, 10 children were put into the experimental group and they were provided designed intervention plan in addition to the ABA intervention, and the other 10 children formed the control group, who merely received Applied Behavior Analysis (ABA) intervention. Tools used were Family Questionnaire, ASSQ test, Stanford-Binet intelligence test, and Gilliam and Vineland social compatibility tests. Results Results show that there are significant differences in mother's expressed emotion in case of normal and autistic children. The expressed emotion of mothers of autistic children is high in terms of the total score of expressed emotion, criticism, and Emotional Over-Involvement (EOI). After the intervention, no significant difference was observed in the social compatibility and communication skills between the two groups of children who were under the ABA intervention and who were under Floortime intervention. But after the intervention, the experimental group had a better score in relation variable. Conclusion Given the high level of excitement expressed by parents of children with autism, various interventions have to reduce their excitement. You can also use social interventions such as floortime intervention to increase the association of children with high performance autism disorder.

Effectiveness of interventions for improving social inclusion outcomes for people with disabilities in low‐ and middle‐income countries: A systematic review

“…Twenty‐three studies targeted children with disabilities (Abazari et al, 2017 ; Dai et al, 2018 ; De Villiers et al, 2013 ; Devries et al, 2018 ; Esmaili et al, 2019 ; Golzari et al, 2015 ; Juneja et al, 2012 ; Kalgotra & Warwal, 2017 ; Karanth et al, 2010 ; Koo & Thomas, 2019 ; Lal, 2010 ; Lee et al, 2019 ; Liang et al, 2022 ; Manohar et al, 2019 ; McConachie et al, 2000 ; Nair et al, 2014 ; Pajareya & Nopmaneejumruslers, 2011 ; Pop et al, 2013 ; Rahman et al, 2016 ; Shin et al, 2009 ; Shore & Juillerat, 2012 ; Wang, 2008 ; Zuurmond et al, 2018 ). Twelve studies targeted adults with disabilities (Amaresha et al, 2018 ; Govindaraj et al, 2018 ; Hanlon et al, 2020 ; Karaman et al, 2020 ; Khalil et al, 2019 ; Li et al, 2018 ; Lund et al, 2013 ; Rami et al, 2018 ; Ran et al, 2003 ; Ravindren et al, 2018 ; Shore & Juillerat, 2012 ; Yildiz et al, 2004 ).…”

“…Seventeen studies reported on interventions which targeted individuals with a single type of impairment, with only one reporting on an intervention for people with a range of impairments (Devries et al, 2018 ). Twenty studies targeted people with intellectual disabilities (Abazari et al, 2017 ; Azari et al, 2019 ; Dai et al, 2018 ; Devries et al, 2018 ; Esmaili et al, 2019 ; Golzari et al, 2015 ; Juneja et al, 2012 ; Kalgotra & Warwal, 2017 ; Karanth et al, 2010 ; Koo & Thomas, 2019 ; Lal, 2010 ; Lee et al, 2019 ; Liang et al, 2022 ; Manohar et al, 2019 ; Nair et al, 2014 ; Pajareya & Nopmaneejumruslers, 2011 ; Pop et al, 2013 ; Rahman et al, 2016 ; Shin et al, 2009 ; Wang, 2008 ). Thirteen studies reported on interventions which targeted people with psychosocial/mental impairments (Amaresha et al, 2018 ; Govindaraj et al, 2018 ; Hanlon et al, 2020 ; Karaman et al, 2020 ; Khalil et al, 2019 ; Li et al, 2018 ; Li et al, 2019 ; Lund et al, 2013 ; Rahmani et al, 2015 ; Rami et al, 2018 ; Ran et al, 2003 ; Ravindren et al, 2018 ; Yildiz et al, 2004 ).…”

“…Studies were conducted in 16 different countries with 12 studies conducted in India (Amaresha et al, 2018 ; Govindaraj et al, 2018 ; Juneja et al, 2012 ; Kalgotra & Warwal, 2017 ; Karanth et al, 2010 ; Koo & Thomas, 2019 ; Lal, 2010 ; Manohar et al, 2019 ; Nair et al, 2014 ; Rahman et al, 2016 ; Ravindren et al, 2018 ; Shore & Juillerat, 2012 ), 6 studies conducted in China (Lee et al, 2019 ; Li et al, 2018 ; Li et al, 2019 ; Liang et al, 2022 ; Ran et al, 2003 ; Wang, 2008 ), 5 studies conducted in Iran (Abazari et al, 2017 ; Azari et al, 2019 ; Esmaili et al, 2019 ; Golzari et al, 2015 ; Rahmani et al, 2015 ) and 2 in Turkey (Karaman et al, 2020 ; Yildiz et al, 2004 . Only one study each was reported in Albania (Dai et al, 2018 ), Ghana (Lund et al, 2013 ; Zuurmond et al, 2018 ; Romania (Pop et al, 2013 ), South Africa (De Villiers et al, 2013 ), Thailand (Pajareya & Nopmaneejumruslers, 2011 ), Uganda (Devries et al, 2018 ), Vietnam (Shin et al, 2009 ), Bangladesh (McConachie et al, 2000 ), Pakistan (Rahman et al, 2016 ), Ethiopia (Hanlon et al, 2020 ) (Figure 3 ).…”

Supportive care patterns in children with autism spectrum disorder

“…The results showed no significant difference in skills and social adjustment between the two groups of children under ABA intervention and children under floortime intervention. However, after presenting the intervention, the experimental group had better performance in communication variable (29,30). • The SCERTS model is the result of the teamwork of Prizant, Wetherby, Rubin and Laurent, who have been trained in speech and language pathology, special education, developmental and behavioral psychology, occupational therapy, and family-centered methods.…”

The effect of Son-Rise and Floor-Time programs on social interaction skills and stereotyped behaviors of children with Autism Spectrum Disorders: a clinical trial

“…Occupational therapists use a variety of therapies to teach social interaction skills and reduce stereotyped behaviors in children with ASD, one of these therapies is Floor Time (Abazari et al, 2017). The Floor Time program is one of the most widely used interventional methods in children with ASD, which focuses on play and Activities of Daily Living (ADL) and is widely used by occupational therapists.…”