EVALUATING THE IMPACT OF CHESS LEARNING ON CHILDREN WITH AUTISM SPECTRUM DISORDERS
DOI:
https://doi.org/10.24234/se.v9i1.50Keywords:
chess education, Autism Spectrum Disorder (ASD), cognitive development, social skills, behavioral traits, special educational needs (SEN), verbal communication, personalized teaching strategiesAbstract
Chess Scientific Research Institute examined the impact of learning chess on children with Autism Spectrum Disorders (ASD). Using a mixed-methods approach that combined qualitative data collecting and quantitative analysis, it sought to determine how chess affects these kids' cognitive, social, and behavioral development. The results showed that although children with more developed verbal skills had more excellent chess development, behavioral features, and other factors also had a significant impact on their learning outcomes. Eye contact and engagement levels varied even when communication and social interactions improved. The study emphasizes the need for more research and individualized teaching strategies to prove that chess is a valuable tool for helping kids with ASD.
References
Aciego, R., Garcia, L., & Betancort, M. (2012). The benefits of chess for the intellectual and social-emotional enrichment of schoolchildren. The Spanish Journal of Psychology, 15(2), 551–559. https://doi.org/10.5209/rev_SJOP.2012.v15.n2.38866 DOI: https://doi.org/10.5209/rev_SJOP.2012.v15.n2.38866
Badrie, M. N. E., & El-Shamieh, S. I. (2015). The effect of playing chess on the concentration of ADHD students in the 2nd cycle. Procedia - Social and Behavioral Sciences, 192, 638–643. https://doi.org/10.1016/j.sbspro.2015.06.111 DOI: https://doi.org/10.1016/j.sbspro.2015.06.111
Baron-Cohen, S., Krauss, G. W., Gómez de la Cuesta, G., & LeGoff, D. B. (2014). LEGO-based therapy: How to build social competence through LEGO-based clubs for children with autism and related conditions. Jessica Kingsley Publishers.
Baron-Cohen, S. (1995). Mindblindness: An essay on autism and theory of mind. MIT Press. DOI: https://doi.org/10.7551/mitpress/4635.001.0001
Barrett, D. C., & Fish, W. W. (2011). Our move: Using chess to improve math achievement for students who receive special education services. International Journal of Special Education, 26(3), 181–193.
Charchyan, M., & El-Shamieh, S. I. (2021). The effect of inclusive chess training on the concentration of students: A case study from Armenian State Pedagogical University (2015–2021). Armenian Journal of Special Education, 5(1), 6–16. https://doi.org/10.24234/se.v5i1.282 DOI: https://doi.org/10.24234/se.v5i1.282
Chen, G., Tseng, P., & Lin, Y. (2023). Multisensory attention and language development in children with autism spectrum disorder. Journal of Autism and Developmental Disorders. Advanced online publication. https://doi.org/10.1007/s10803-023-06299-6
Cucinotta, F., Tripodi, E., Impallomeni, C., & Arasi, S. (2023). Multidisciplinary and multisensory approaches in pediatric neurodevelopmental disorders: Current evidence. Journal of Clinical Medicine, 12(14), Article 4162. https://doi.org/10.3390/jcm13144162 DOI: https://doi.org/10.3390/jcm13144162
Duggan, M. W. (2017). First-class support for college students on the autism spectrum: Practical advice for college counselors and educators. Jessica Kingsley Publishers.
Ferreira, P., & Palhares, P. (2008). Chess and mathematical problem-solving: The relationship between chess skills and pattern recognition. International Journal of Special Education, 23(3), 56–65.
Gevorkyan, S. R., Ispiryan, M. M., Sarkisyan, V. Zh., & Tadevosyan, H. V. (2023). Research and experience in teaching the subject "Chess" in the educational system of the Republic of Armenia. Psychological Science and Education, 28(1), 121–131. https://doi.org/10.17759/pse.2023280111 DOI: https://doi.org/10.17759/pse.2023280612
Greenspan, S. I., & Wieder, S. (2006). Engaging autism: Using the Floortime approach to help children relate, communicate, and think. Da Capo Lifelong Books.
Gomozova, E. S. (2017). Basic principles of Floortime. Autizm i Narusheniya Razvitiya, 15(4), 35–41. https://doi.org/10.17759/autdd.2017150405 DOI: https://doi.org/10.17759/autdd.2017150405
Horgan, D., & Morgan, D. (1990). The effect of chess playing on children's cognitive skills and social development. Applied Cognitive Psychology, 4(2), 109–128. https://doi.org/10.1002/acp.2350040204 DOI: https://doi.org/10.1002/acp.2350040204
Mirzakhanyan, R., Gevorgyan, S., Sargsyan, V., & Daveyan, H. (2017). Analysis of the efficiency of teaching chess in schools. Sociology Study, 7(1), 36–42. DOI: https://doi.org/10.17265/2159-5526/2017.01.006
Popova, N., Mishchanka, A., Charchyan, A., & Karapetyan, L. (2021). Methodological guide for teachers to conduct chess classes. FIDE Chess in Education Commission.
Phillips, N. J., & Beavan, L. (2007). Teaching plays to children with autism: A practical intervention using Identiplay. British Journal of Special Education, 34(3), 126–132. https://doi.org/10.1111/j.1467-8578.2007.00469.x DOI: https://doi.org/10.1111/j.1467-8578.2007.00469.x
Saariluoma, P. (1984). Chess players' thinking processes and memory. Scandinavian Journal of Psychology, 25(3), 205–219. https://doi.org/10.1111/j.1467-9450.1984.tb01016.x DOI: https://doi.org/10.1111/j.1467-9450.1984.tb01016.x
Sala, G., Foley, P., & Gobet, F. (2017). Does chess instruction improve mathematical and cognitive skills? A meta-analysis. Educational Research Review, 18, 46–57. https://doi.org/10.1016/j.edurev.2016.08.002 DOI: https://doi.org/10.1016/j.edurev.2016.02.002
Sargsyan, A., & Khachatryan, A. (2021). Critical thinking and motivation of chess teachers with the "best experience." Revista Mundi Engenharia, Tecnologia e Gestão, 6(1), 310–313. https://doi.org/10.21575/25254782rmetg2021vol6n11483 DOI: https://doi.org/10.21575/25254782rmetg2021vol6n11483
Sargsyan, T. A., Gevorgyan, S. R., Movsisyan, N. N., Manukyan, S. A., Sargsyan, V. Zh., & Khachatryan, E. A. (2021). Socio-psychological analysis of the influence of teachers’ and parents’ characteristics on chess knowledge. ASPU Scientific News, 3(41), 86–97.
Sargsyan, V. Zh., Manukyan, S. A., Sargsyan, T. A., & Gevorgyan, L. L. (2021). The connection of chess knowledge with the indicators of progress in mathematics and native language in primary schools. ASPU Scientific News, 3(41).
Schwartz, L., & Golden, C. (2015). Using chess to improve social skills in children with autism. Journal of Autism and Developmental Disorders, 45(4), 1018–1026. https://doi.org/10.1007/s10803-014-2257-5
Sherratt, D., & Peter, M. (2002). Developing play and drama in children with autistic spectrum disorders. David Fulton Publishers.
Sigirtmac, A. D. (2012). The influence of chess playing on conceptual development in young children. Early Childhood Education Journal, 40(3), 203–209. https://doi.org/10.1007/s10643-012-0512-9
Smith, J. P., & Cage, B. N. (2000). The effects of chess instruction on the mathematics achievements of southern, rural, Black secondary students. Research in the Schools, 7(1), 19–26.
Storey, C. (2000). Chess as a strategy for cognitive development in special education. Journal of Special Education, 35(2), 123–129. https://doi.org/10.1177/002246690103500208
Thornton, K., & Cox, E. (2005). Play and the reduction of challenging behaviour in children with ASD and learning disabilities. Good Autism Practice, 6(2), 34–40.
Van Delft, K., & van Delft, M. (2010). Developing chess talent: Creating a chess culture by coaching, training, organization, and communication. KVDC Publishers.
Wagh, S. (2022). Classroom as a site of consciousness-raising and transformative politics. Contemporary Education Dialogue, 20(2), 95–110. https://doi.org/10.1177/09731849221132173
Wecker, M. (2020). Autism and chess: Instructors and players explore chess benefits for individuals on the autism spectrum. Chess Life, March 2020, 32–36.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Vahan Sargsyan, Tamara Sargsyan, Sona Nersisyan, Nune Gevorgyan
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 International License (CC BY-NC 4.0) ․ Details of the license terms can be found at CC BY-NC 4.0 Deed | Attribution-NonCommercial 4.0 International | Creative Commons
