Comparison of Behavioral Disorders in Educable Children with Intellectual Disabilities and Children with Autism Spectrum Disorder

The present study aimed to comparatively examine the prevalence and severity of behavioral disorders in educable children with intellectual disabilities and children with autism spectrum disorder (ASD) in Urmia, Iran. Employing a causal-comparative research design of a fundamental nature, the study sought to identify differences in behavioral patterns that may inform targeted interventions. The statistical population comprised all children aged ۶ to ۱۲ years attending Rahmat School (educable children with intellectual disabilities) and the Omid Pishgaman Center (children with ASD) in Urmia. A total of ۱۰۰ participants, including ۵۰ children with intellectual disabilities and ۵۰ children with ASD, were selected through convenience sampling. Behavioral assessments were conducted using the Conners’ Behavioral Rating Scales (۱۹۶۰), a standardized and widely validated instrument. Data analysis was performed using multivariate analysis of variance (MANOVA) and independent-samples t-tests with SPSS version ۲۱. The findings revealed significant differences between the two groups across multiple domains of behavioral disorders, including conduct problems, learning difficulties, psychosomatic symptoms, hyperactivity/impulsivity, and anxiety/inhibition (p < ۰.۰۵). Notably, children with ASD demonstrated more pronounced behavioral difficulties compared to their peers with intellectual disabilities. These results underscore the need for tailored behavioral interventions and support strategies to address the specific challenges faced by children with ASD, contributing to improved educational and developmental outcomes.

کلیدواژه ها:

behavioral disorders ، intellectual disability ، autism