The Effect of Mirror Neurons Stimulation on Syntax Development of Female Persian Autistic Children

Abstract

One common language disorder in autistic children is syntax disorder. The current research aims to examine the relationship between mirror neurons stimulation by intentional movements imitation and verbal imitation with syntax skill development in autistic children. This research was performed using an experimental applied design and convenience sampling method. First, the researcher designed a functional and easy model for autistic children rehabilitation based on intentional movement imitation and verbal imitation; Then, using TPR (Total Physical Response) method. A pilot study was conducted on a Persian-speaking autistic girl aged 7 in 12 sessions for four weeks in Iran University of Medical Sciences, School of Rehabilitation Sciences, and effective positive effects were observed. Then, 8 Persian-speaking autistic children were examined in terms of entrance criteria, and finally, 5 autistic girls aged 5-8 were selected and underwent training courses for 42 sessions over 14 weeks (3 20-30 minute sessions). In order to examine syntax skills of the subjects including grammatical understanding, sentence imitation and grammatical completion, before and after intervention, TOLD-P3 test was used. Each subject, as his/her Control was examined before and after intervention. Furthermore, two months after a 14-week stopping period, all the subjects were re-examined using TOLD-P3 test, and finally, results stability was examined. The research findings were analyzed using ANOVA test. The findings show that mirror neurons stimulation in autistic children through intentional movement imitation and verbal imitation has a positive effect on syntax skill improvement on these children thereby facilitating their verbal communication.