Razi Journal of Medical Sciences

fa مروری بر استفاده از فناوری‌های نوین در حوزه توان‌بخشی کودکان مبتلا به اختلال طیف اوتیسم در ایران A Systematic Review on the Use of New Technologies for Rehabilitation of Children with Autism Spectrum Disorder in Iran روانشناسی بالینی Clinical Psychiatry مروري review article <div class="WordSection1" dir="RTL"> <div class="WordSection1" dir="RTL"> <div class="WordSection1" dir="RTL" style="text-align: justify;">زمینه و هدف: اختلال طیف اوتیسم اختلالی عصبی- تحولی است که تشخیص به هنگام و مداخله زودرس برای این کودکان بسیار می‌تواند حائز اهمیت باشد و یکی از فرصت‌هایی که می‌تواند باعث تسریع این فرایندها و تأثیر بیشتر این مداخلات شود استفاده از فناوری‌های نوین در این روند می‌باشد که هدف پژوهش حاضر، مطالعه مروری نظام‌مند اثربخشی استفاده از فناوری‌های نوین بر  تشخیص و توان‌بخشی این کودکان در مطالعات صورت گرفته در ایران می‌باشد. روش کار: در مطالعه مروری – نظام‌مند حاضر، مقالات داخلی با موضوع تأثیر استفاده از فناوری‌های نوین بر کودکان مبتلا به طیف اوتیسم تا سال1401 بررسی شدند. مطالعه حاضر منطبق با دستورالعمل پریزما  انجام شد. ابتدا با کمک کلیدواژه‌های مرتبط، مقالات اولیه از پایگاه‌های اطلاعاتی انتخاب که مقالات نهایی با توجه به معیارها انتخاب شدند، سپس مفاهیم کلیدی استخراج، خلاصه بندی و تحلیل شدند. یافته‌ها: درمجموع، 48 پژوهش انتخاب شده دارای 1084 نفر نمونه بوده‌اند، بعد از غربالگری با توجه به متغیرهای موردنظر مطالعات در دسته‌های مختلفی تقسیم‌بندی شدند و در مورد هر یک تحلیل و بررسی انجام گرفت. در این بخش نتایج تحلیل‌های انجام‌شده در ارتباط با مؤلفه‌های توصیفی پژوهش‌ها در طرح تحقیقاتی آورده شده است. نتیجه‌گیری: بر اساس نتایج مطالعات مختلف انجام‌شده، اثربخشی فناوری‌های نوین برای کودکان مبتلا به طیف اوتیسم می‌تواند در جهت تشخیص و غربالگری و یا توانمندسازی و توان‌بخشی و جز فناوری‌های کمکی نیز قرار گیرد و نیازمند توجه متخصصان، والدین و مخاطبان به ملاحظات مرتبط با طراحی و استفاده این برنامه‌ها برای اثربخشی هرچه بیشتر آن‌ها می‌باشد.          </div> </div> </div> <div aria-label="شکستن صفحه" class="cke_pagebreak" contenteditable="false" data-cke-display-name="pagebreak" data-cke-pagebreak="1" style="page-break-after:always" title="شکستن صفحه"></div><quillbot-extension-portal></quillbot-extension-portal> <div style="text-align: justify;">Background & Aims: Autism spectrum disorder (ASD) is a neurodevelopmental deficit that affects social interaction, communication, and the appearance of stereotyped and limited behaviors. The American Psychological Association recommends that autism is a feature of autism spectrum disorder(1). It is a type of brain disorder that makes it difficult for a child to properly process inform ation, weakens or disables it in three language acquisition domains, hinders verbal and nonverbal communication, and makes it difficult for them to comprehend social settings (2). According to recent data, 68 of every 100 children born in the United States have ASD (3). It is anticipated that more than 30,000 Iranians under the age of 19 suffer from autism spectrum disorders (4). Early diagnosis and interventions are crucial for children with an autism spectrum disorder. Therefore, it is important to prioritize creating and developing effective instruments for both screening (diagnostic) and rehabilitation (5). Assistive technology is an educational strategy and learning process in the field of special educational needs (6). In recent years, significant advances have been made in new technological research (7). Despite the prevalence of autism spectrum disorders among children and international efforts to create and introduce new auxiliary tools in detecting and rehabilitating these people, research in Iran has introduced, reviewed, and compared these tools in aggregate form. The current article is a systematic review of new technologies in the rehabilitation of children with ASD in Iran. Methods: The present systematic review was designed and conducted in the year 2022 to investigate research related to the variables of applying assistive technologies in an autism spectrum disorder. The present study was an analytical systematic review, and the research method adopted the model of Prisma systematic review studies (13, 14). The statistical population of the present study included scientific research articles published in domestic (scientific research) magazines in Persian from 2011 to 2022 in the field of assistive, educational, and learning technologies, which were also carried out in Iran. It should be noted that based on the survey, no research was conducted in Iran before 2011. More precisely, these keywords include the words autism or ASD along with one of the words technology, digital, computer, media, virtual reality, video, software, animation, robot, neurofeedback, application, mobile, social networks, system, virtual, and online. All articles related to the purpose of the research were chosen from the Persian databases of scientific research journals in the field of psychology and educational sciences, such as Ensani, Noormags, SID, Magiran, and Google Scholar. Results: The effectiveness of new technologies for children with autism spectrum disorders can be used for diagnosis, screening, empowerment, and rehabilitation according to the findings of many studies. The use of technology-based approaches generally has a positive impact and aids in the treatment, education, and improvement of social interactions, education, and other areas in people with autism. However, evaluating these methods and estimating the magnitude of their impact are crucial issues that can yield significant and informative results and provide the opportunity to plan and implement improvements. Only internal studies were considered to determine the work done and the gaps that still need to be filled. The preliminary results indicate that using these technologies has great potential to assist teachers and parents in intervening more effectively in the early stages. However, given the subjects discussed, there are still issues that professionals should consider when designing and utilizing these technologies. In this research, only domestic studies have been considered to determine the measures taken and the existing gaps for future research, and the initial findings show that the use of these technologies has great potential to help teachers and parents intervene more effectively in the early stages. According to the reviewed studies, only 56% of the studies used domestically manufactured technologies, and the rest of the technologies were related to non-domestic programs. Then future studies can focus on the design and construction of native programs in the Persian language. Another important point to consider in future research is the issue of which time protocol these technologies were used in the interventions and whether this issue can be related to the desired effect of these technologies according to the reviewed research on this technology. were used for an average of 16 to 16 sessions and 48-minute sessions for the audience. Also, in future review research, it is possible to include a larger number of influential components, including different age groups of subjects (the focus of this study is on the age group of 1 to 16 years with an average of 8.5 years), more different types of assistive technology, wider types of target skills, considering different research designs, and by examining a larger and more diverse community, especially by including the results of articles from abroad to clarify the generalizability of the findings, he achieved more accurate and comprehensive results. Conclusion: The effectiveness of new technologies for children with autism spectrum disorders can be used for diagnosis, screening, empowerment, and rehabilitation according to the findings of many studies. The use of technology-based approaches generally has a positive impact and aids in the treatment, education, and improvement of social interactions, education, and other areas in people with autism. However, evaluating these methods and estimating the magnitude of their impact are crucial issues that can yield significant and informative results and provide the opportunity to plan and implement improvements. Only internal studies were considered to determine the work done and the gaps that still need to be filled. The preliminary results indicate that using these technologies has great potential to assist teachers and parents in intervening more effectively in the early stages. However, given the subjects discussed, there are still issues that professionals should consider when designing and utilizing these technologies. In this research, only domestic studies have been considered to determine the measures taken and the existing gaps for future research, and the initial findings show that the use of these technologies has great potential to help teachers and parents intervene more effectively in the early stages. According to the reviewed studies, only 56% of the studies used domestically manufactured technologies, and the rest of the technologies were related to non-domestic programs. Then future studies can focus on the design and construction of native programs in the Persian language. Another important point to consider in future research is the issue of which time protocol these technologies were used in the interventions and whether this issue can be related to the desired effect of these technologies according to the reviewed research on this technology. were used for an average of 16 to 16 sessions and 48-minute sessions for the audience. Also, in future review research, it is possible to include a larger number of influential components, including different age groups of subjects (the focus of this study is on the age group of 1 to 16 years with an average of 8.5 years), more different types of assistive technology, wider types of target skills, considering different research designs, and by examining a larger and more diverse community, especially by including the results of articles from abroad to clarify the generalizability of the findings, he achieved more accurate and comprehensive results.</div> <quillbot-extension-portal></quillbot-extension-portal> اختلال طیف اوتیسم, فناوری, توانبخشی, مطالعه مروری, کودکان Autism Spectrum Disorder, Technologies, Rehabilitation, Systematic Review Study, Children 83 105 http://rjms.iums.ac.ir/browse.php?a_code=A-10-7016-1&slc_lang=fa&sid=1 Faezeh Shabanali Fami فائزه شعبانعلی فمی 3900319475328460075957 3900319475328460075957 No MSc Graduate, Department of Psychology and Education of Exceptional Children, Faculty of Psychology and Education, Tehran University, Tehran, Iran دانش آموخته کارشناسی ارشد رشته روانشناسی و آموزش کودکان استثنائی، گروه روانشناسی و آموزش کودکان استثنائی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران Sogand Ghasemzadeh سوگند قاسم زاده s.ghasemzadeh@ut.ac.ir 3900319475328460075958 3900319475328460075958 Yes Associate Professor, Department of Psychology and Education of Exceptional Children, Faculty of Psychology and Education, Tehran University, Tehran, Iran دانشیار، گروه روانشناسی و آموزش کودکان استثنائی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران Somayeh Nejati سمیه نجاتی 3900319475328460075959 3900319475328460075959 No MSc Graduate, Department of Psychology and Education of Exceptional Children, Faculty of Psychology and Education, Tehran University, Tehran, Iran دانش آموخته کارشناسی ارشد رشته روانشناسی و آموزش کودکان استثنائی، گروه روانشناسی و آموزش کودکان استثنائی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران