fa اثربخشی هم‌زمان فعالیت‌های موسیقایی– حرکتی بر بهبود تعادل کودکان مبتلا به اختلال اتیسم با عملکرد بالا روانشناسی سلامت health Psychology پژوهشي Research <span style="font-size:11pt"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span sans-serif="" style="font-family:Calibri,"><b><span b="" lang="FA" mitra="" style="font-family:">مقدمه:</span></b><span b="" lang="FA" mitra="" style="font-family:"> نقص در تعادل، از بارزترین اختلالات حرکتی کودکان مبتلا به اختلال طیف اتیسم (</span><span dir="LTR" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">Autism spectrum disorder</span></span><span b="" lang="AR-SA" mitra="" style="font-family:"> یا </span><span dir="LTR" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">ASD</span></span><span b="" lang="FA" mitra="" style="font-family:">) است. هدف از انجام پژوهش حاضر، بررسی اثربخشی هم‌زمان فعالیت‌های موسیقایی- حرکتی بر روی تعادل کودکان </span><span b="" lang="AR-SA" mitra="" style="font-family:">مبتلا به اختلال اتیسم با عملکرد بالا</span><span b="" lang="FA" mitra="" style="font-family:"> بود.</span><b><span dir="LTR" style="font-size:10.0pt"><span style="font-family:"Times New Roman","serif""></span></span></b></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span sans-serif="" style="font-family:Calibri,"><b><span b="" lang="AR-SA" mitra="" style="font-family:">روش‌ها</span></b><span b="" lang="AR-SA" mitra="" style="font-family:">: </span><span b="" lang="FA" mitra="" style="font-family:">این مطالعه از نوع نیمه تجربی با طرح پیش‌آزمون، پس‌آزمون و همراه با گروه شاهد بود. 22 </span><span b="" lang="AR-SA" mitra="" style="font-family:">کودک مبتلا به اختلال اتیسم با عملکرد بالا با میانگین سنی 05/1 </span><span cambria="" lang="AR-SA" style="font-family:">&plusmn;</span><span b="" lang="AR-SA" mitra="" style="font-family:"> 50/8 سال به صورت تصادفی در دو گروه مداخله حرکتی با و بدون موسیقی و یک گروه شاهد قرار گرفتند. </span><span b="" lang="FA" mitra="" style="font-family:">مداخله حرکتی به مدت 12 هفته، سه جلسه در هفته و هر جلسه به مدت 45 تا 60 دقیقه اجرا شد و همچنین، از موسیقی ارف استفاده شد.</span><span b="" lang="AR-SA" mitra="" style="font-family:"> از نسخه دوم آزمون </span><span dir="LTR" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">Movement Assessment Battery for Children</span></span><span b="" lang="AR-SA" mitra="" style="font-family:"> (</span><span dir="LTR" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">MABC-2</span></span><span b="" lang="FA" mitra="" style="font-family:">)</span><span b="" lang="AR-SA" mitra="" style="font-family:"> جهت ارزیابی تعادل این کودکان استفاده گردید. </span><span b="" lang="FA" mitra="" style="font-family:">در نهایت، داده‌ها با استفاده </span><span b="" lang="AR-SA" mitra="" style="font-family:">از آزمون </span><span dir="LTR" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">ANCOVA</span></span><span b="" lang="AR-SA" mitra="" style="font-family:"> مورد تجزیه و تحلیل قرار گرفت.</span><span lang="FA" style="font-family:"B Mitra""></span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span sans-serif="" style="font-family:Calibri,"><b><span b="" lang="FA" mitra="" style="font-family:">یافته‌ها:</span></b> <span b="" lang="AR-SA" mitra="" style="font-family:">مقدار </span><span dir="LTR" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">F</span></span><span b="" lang="FA" mitra="" style="font-family:"> مشاهده شده در نمرات پس‌آزمون تعادل ایستا (</span><span b="" lang="AR-SA" mitra="" style="font-family:">17/52 = </span><span dir="LTR" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">F</span></span><span b="" lang="AR-SA" mitra="" style="font-family:">)</span><span b="" lang="FA" mitra="" style="font-family:"> و پویا (</span><span b="" lang="AR-SA" mitra="" style="font-family:">33/24</span> <span b="" lang="AR-SA" mitra="" style="font-family:">= </span><span dir="LTR" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">F</span></span><span b="" lang="AR-SA" mitra="" style="font-family:">)</span><span b="" lang="FA" mitra="" style="font-family:"> در </span><span b="" lang="AR-SA" mitra="" style="font-family:">کودکان مبتلا به اختلال اتیسم با عملکرد بالا در سه گروه مداخله</span><span b="" lang="FA" mitra="" style="font-family:"> حرکتی</span><span b="" lang="AR-SA" mitra="" style="font-family:"> با و بدون موسیقی و گروه شاهد معنی‌دار بود </span><span b="" lang="FA" mitra="" style="font-family:">(001/0 > </span><span dir="LTR" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">P</span></span><span b="" lang="AR-SA" mitra="" style="font-family:">).</span><span lang="FA" style="font-family:"B Mitra""></span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span sans-serif="" style="font-family:Calibri,"><b><span b="" lang="FA" mitra="" style="font-family:">نتیجه‌گیری:</span></b><span b="" lang="FA" mitra="" style="font-family:"> فعالیت‌های موسیقایی- حرکتی می‌تواند به عنوان یک مداخله درمانی حرکتی مناسب به منظور بهبود تعادل ایستا و پویا </span><span b="" lang="AR-SA" mitra="" style="font-family:">در کودکان مبتلا به اختلال اتیسم با عملکرد بالا</span><span b="" lang="FA" mitra="" style="font-family:"> پیشنهاد شود</span><span b="" lang="FA" mitra="" style="font-family:">.</span></span></span></span></span></span><br> زهرا صدیقی : <a href="https://scholar.google.com/citations?view_op=list_works&hl=en&user=sWeXXKoAAAAJ">google scholar&nbsp;</a> <span style="font-size:11pt"><span style="line-height:normal"><span sans-serif="" style="font-family:Calibri,"><b><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">Background:</span></span></b><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""> The impaired balance is one of the most obvious movement disorders in children with autism spectrum disorder (ASD). The purpose of current study was<b> </b>to investigate the effectiveness of simultaneous musical-motor activities on balance improvement in children with high-functioning autism.</span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:normal"><span sans-serif="" style="font-family:Calibri,"><b><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">Methods:</span></span></b><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""> This was a quasi-experimental study with pretest-posttest design and a control group. The participations were 22 children with high-functioning autism with mean age of 8.50 &plusmn; 1.05 years; they were randomly<b> </b>divided into two intervention groups including with and without music, and a control group. The motor intervention was performed for 12 weeks, three sessions per week and 45 to 60 minutes for each session. The Orff music was used during the sessions. The Movement Assessment Battery for Children-Second Edition (MABC-2) test was used to evaluate the balance of these children. Moreover,<b> </b>data were analyzed using univariate<b> </b>analysis of covariance (ANCOVA).</span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:normal"><span sans-serif="" style="font-family:Calibri,"><b><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">Findings:</span></span></b><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""> F-value was significantly different between the three motor intervention groups with and without exposure to music and control group (P < 0.001) in the static balance (F = 52.17) and dynamic balance (F = 24.33) post-test scores in children with high-functioning autism.</span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:normal"><span sans-serif="" style="font-family:Calibri,"><b><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">Conclusion:</span></span></b><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""> According to the findings, musical-motor activities can be recommended as a motor therapy intervention to improve static and dynamic balance for these children.</span></span></span></span></span> فعالیت‌های موسیقایی- حرکتی, تعادل, کودکان, اختلال طیف اتیسم Musical-motor activities, Balance, Children, Autism spectrum disorder 219 226 http://hsr.mui.ac.ir/browse.php?a_code=A-10-494-1&slc_lang=fa&sid=1 Zahra Sedighi زهرا صدیقی zari_56@yahoo.com 100319475328460018798 100319475328460018798 No Assistant Professor, Sport Medicine Research Center, Najafabad Branch, Islamic Azad University, Najafabad, Iran استادیار، مرکز تحقیقات طب ورزشی، واحد نجف‌آباد، دانشگاه آزاد اسلامی، نجف‌آباد، ایران Salman Soltani-Nejad سلمان سلطانی نژاد salmanjudo@yahoo.com 100319475328460018799 100319475328460018799 Yes Assistant Professor, Department of Physical Education and Sport Sciences, Kahnooj Branch, Islamic Azad University, Kahnooj, Iran استادیار، گروه تربیت بدنی و علوم ورزشی، واحد کهنوج، دانشگاه آزاد اسلامی، کهنوج، ایران Mahshid Emad مهشید عماد 100319475328460018800 100319475328460018800 No Instructor, Department of Physical Education and Sport Sciences, Kerman Branch, Islamic Azad University, Kerman, Iran مربی، گروه تربیت بدنی و علوم ورزشی، واحد کرمان، دانشگاه آزاد اسلامی، کرمان، ایران