Research Article
Volume 11 Issue 2 - 2022
The Effectiveness of Imitative and HMTM Methods on Pragmatic Skills in Autistic Childrens
Masoud Moghaddamnia1, Maryam Hojjati2 and Maryam Khalilkhaneh3*
1Psychiatrist, Assistant Professor, Medical Science, Shahed University, Tehran, Iran
2PhD in Educational Psychology, Head of the Rehabilitation Center of Noor-e Hedayat, Mashhad, Iran
3MA in Linguistics, Ferdowsi University of Mashhad, Mashhad, Iran
*Corresponding Author: Maryam Khalilkhaneh, MA in Linguistics, Ferdowsi University of Mashhad, Mashhad, Iran.
Received: December 24, 2021; Published: January 28, 2022


Introduction: Human growth is dependent on social interactions. As a significant part of the human entity, language plays a crucial role in this regard. Humans communicate through verbal and nonverbal languages. Conversational skills are the most important pragmatics skills, and children with autism spectrum disorder suffer from significant deficits in pragmatics, and because of this they face successive communication failures due to impaired pragmatic and conversational skills. Thus, developing treatment methods that focus on improving the conversational skills of these children is especially important. The aim of the present study was to compare the effectiveness of Holistic Multidimensional Treatment Model (HMTM) with the interventional method of reciprocal imitation and evaluating the function of pragmatic skills and the severity of this disorder in 60 Persian speaking children with autism aged 4 - 10. The participants were randomly divided into two groups. The first group consisted of 30 autistic children who received the interventional method of reciprocal imitation and the second group encompassed 30 autistic children undergoing the effectiveness of the Holistic Multidimensional Treatment Model HMTM (Hojjati Model) - a cybernetic-based approach -on enhancing the speech of children with autism.

Awareness of how this approach works and its effectiveness on improving language and social skills can be a guide for therapeutic protocols to improve the development of theory of mind in children with a variety of language disorders.

Methods: The present study had a Quasi experimental design. The instrument used in this study was the Children's Communication Checklist, 2nd ed. to measure the pragmatic skills and the Childhood Autism Rating Scale-Second Edition (CARS-2). All of these children were also evaluated by a child psychiatrist and a child neurologist and investigation was based on autism criteria and the Diagnostic and Statistical Manual of Mental Disorders, 5th Edition (DSM-V). Eventually, the data were analyzed by independent t-test in R environment.

Results: A significant difference was observed between autistic subjects and standard scores, i.e. there was a significant difference (p < 0.001) between the scores of autistic subjects receiving reciprocal imitation training and those undergoing HMTM intervention.

Conclusion: By and large, it can be concluded that undergoing HMTM treatment method, can be effective in treating language disorder in children with autism.

Keywords: Reciprocal Imitation Training; HMTM Treatment Method; Pragmatics; Autism


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Citation: Maryam Khalilkhaneh., et al. “The Effectiveness of Imitative and HMTM Methods on Pragmatic Skills in Autistic Childrens”. EC Paediatrics 11.2 (2022): 68-82.

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