عنوان مقاله [English]
Background and Aim: The present study intended to investigate the efficacy of structured play on the executive functioning in 5- to 12-year-old children with high-functioning autism.
Materials and Methods: A pre-test post-test quasi-experimental design with an experimental group and a control group was chosen for the present study. The population of the study included all the 24 5- to 12-year-old children with high-functioning autism who went to the Children's Medical Center in Tehran in 2015. Then, they were assigned to the experimental and control groups. For the data collection, the Behavior Rating Inventory of Executive Function were used. Structured play was taught to the experimental group for 16 sessions, each lasting for 90 minutes.
Results: The results of covariance analysis showed significant increase in executive functioning in experimental group compared with that in control group (p<0.05), revealing that structured play was effective on executive functioning (P<0.05).
Conclusion: The findings have important implications for the education and mental health of children with high-functioning autism. Lego therapy denominated Behavioral change using the child's natural interest and motivation to learn.
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