الفهرس 
الفصل الأول: مدخل الدراسةيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
The category of children with autism disorder is one of the groups with special needs that has shown interest in the Arab world in recent years. This term became known in the last decade of the twentieth century, and its use coincided with a great interest in the field of autism by specialists in the field of special education and fields related to disability, such as psychology, pediatrics and neurology, measurement and orthodontics, behavioral science, and sociology, And others. (Abd al-Rahman Suleiman, 2000, p. 122)
Some researchers have tried to verify the impairment of central cohesion in children with autism, through visual and verbal tasks. They found evidence of weak central cohesion through the verbal task, which is the homograph test. Some researchers have also concluded that weak central cohesion is not considered a general deficiency of people with autism, but it is related to language deficiencies in these children, especially with sentences that depend on their understanding on Context and understanding ambiguities.
In addition, it appears that children with autism disorder suffer from weak central cohesion, and weak verbal semantics. This leads to a decline in social and communication skills, so the current study tends to prepare a training program based on central cohesion tasks to improve the verbal semantics of a sample of children with autism.
The study Problem:
Children with autism are characterized by stereotypes, and they have some basic characteristics that are common to them .It is worth noting that there are common features among children with autism as basic features, and these characteristics are communication difficulties, behavioral problems, social difficulties, and some difficulties in motor skills. Communication skills are one of the problems that most affect the development of autistic children, as communication skills appear at a later standard than normal children do. (Yasser Saeed, Mousa Amayreh, 2014), (Abdulaziz Al-Muhairi, 2016)
Many families believe that deficiencies in language or vocabulary are the main problem that children with autism suffer from. However, their children are classified as ”weak communication” as the defect lies in their poor verbal and non-verbal communication skills, which negatively affects their fields. (Walid Khalifa, 2013, p. 11)
Through her work with autistic children, the researcher noticed a weakness in the linguistic significance of children and the presence of language deficiencies due to a number of factors, including weak central cohesion. By observing survey samples from children with autism, and interviewing samples from the mothers and teachers of these children, the first complaint was the lack of a formula of understanding that combines them with these children, and many studies also showed that the communication deficit of this group led to the emergence of many Negative behaviors that are difficult to control and generally affect a child’s learning and inhibit their progress.
In addition, (Wael Al-Sharman, 2013, p. 984) emphasized that autistic disorder is considered one of the comprehensive developmental disabilities that are still surrounded by many ambiguities in all its aspects, thus hindering the autistic child from communicating and interacting with others, as the problem lies in the presence of a disabled child. Regarding contact with individuals, he does not receive information or does not grow normally, and it causes many problems for those in charge of his care due to the disturbing, disturbing behaviors that emanate from him, and his family suffers from high psychological, social and material stress related to the existence of a disabled autistic child who does not support his parents or those around him.
The problem of communication among children with autism is one of the main problems, according to which autism is classified and distinguished from other disorders if its symptoms appear under the age of three. In addition, because communication is considered a pivotal behavior in the life of an autistic child, the researcher targeted it in her current study. Language is an essential element in the formation of social relationships, which require communication and require conversations and verbal discussions. The programs used to support communication among children with autism have varied, such as programs for communication through sharing of pictures, the program for treating and raising children with autism and similar communication problems, and the Makton project for developing vocabulary, but the researcher noticed, by looking at a lot of previous research and studies, the scarcity of research Which dealt with semantic problems experienced by children with autism disorder due to impaired central cohesion.
The theory of central coherence refers to the pattern of information processing, in particular the tendency to process the input information and its context. If the central cohesion of the individual is strong, then this tendency will work to give a general meaning to the information at the expense of attention to subtle details, but in the case of weak central cohesion, this tendency to process works to engage in partial secondary details at the expense of the general meaning of the context. (Hayam Fathy, 2013, p. 81)
In addition to that, most of the previous studies confirmed that children with autism have difficulty understanding the intended meaning. Therefore, studies and research focused on the linguistic deficiencies of these children and studying their understanding of the meanings of sentences. As these children have a lack of understanding of the overall context of the sentence. The researchers described the inability to understand the context as stemming from the failure of the central system that integrates sources of information to understand the meaning. The researchers called this ”weak central cohesion” and indicated that children with autism suffer from impaired central cohesion, ”and indicated that children with autism suffer from weak central cohesion, and as a result, they focus on the details and not the whole thing; that is, the partial processing of information. (Tager-Flusberg, 1981; Frith & 1983; jolliffe et al., 1992).
Hence, the goal of the current research came, which is to verify the effectiveness of a program based on the tasks of the central cohesion theory to improve the verbal significance of children with high functional performance of autism spectrum disorder.
In general, the problem of the current study can be crystallized in the following main question:
o How effective is a program based on the tasks of the central cohesion theory in improving semantics in children with high functional performance of autism spectrum disorder?
from this main question, the following sub-questions are divided:
1. What is the effect of a program based on central cohesion tasks in improving the verbal significance of children with high functional performance of autism spectrum disorder, in terms of children’s scores in the post-measurement of both the Central Cohesion Tasks Scale and the Linguistic Impact Test?
2. How long is the impact of a program based on central cohesion tasks in improving the verbal significance of children with high functional performance of autism spectrum disorder, after its end and during the follow-up period, as a function of children’s scores in the tracer measurement of both the scale of central cohesion tasks and the linguistic semantics test after the passage Month?
Purpose of the study:
The current study aims to improve the verbal significance of children with autism disorder through a training program based on central cohesion tasks. Some sub-goals emanate from the main goal, which are: -
1. Designing a program based on central cohesion tasks with the aim of improving semantics in children with autism.
2. Measuring the effect of a program based on central cohesion tasks in improving the verbal significance of children with high functional performance of autism spectrum disorder, as a function of children’s scores in the telemetry of both the central cohesion tasks scale and the linguistic semantics test.
3. Measuring the extent of the continuation of the impact of a program based on central cohesion tasks in improving the verbal significance of children with high functional performance of autism spectrum disorder, after its end and during the follow-up period, in terms of children’s scores in the tracer measurement of both the scale of central cohesion tasks and the linguistic semantics test after the passage Month.
Importance of the study:
The importance of the study on the theoretical and practical levels is evident as follows:
Theoretical importance:
1. The theoretical importance lies in the study of this group of people with special needs, which is the category of children with autism disorder, as they need more attention from researchers to find out the best ways and methods suitable for these children.
2. Contribute to increasing the stock of information and facts about children with autism, whether in the process of identifying them, or providing appropriate services to them, and the techniques used in that, which allows for a better understanding and awareness of the deficiencies of these children who still need more research and studies.
3. Providing more information and facts about the theory of weak central cohesion in children with high functional performance, and it is considered one of the recent research topics in which interest has begun to increase, and its relationship with children with autism.
4. The lack of Arabic research and studies - within the limits of the researcher’s knowledge - that addressed the theory of central cohesion and the improvement of verbal connotation in children with autism.
5. The subject of the study and its interest in improving the verbal connotation through the theory of central cohesion in children with autism disorder is one of the recent topics that still need more attention, research and study.
Application importance:
1. Diagnosis of central cohesion tasks for children with autism through the Pictured Electronic Central Cohesion Diagnostic Scale for Children.
2. Benefiting from the results of this research in designing training and educational programs, methods, and appropriate methods that contribute to improving the verbal significance of this group of people with autism.
3. Preparing a program based on the tasks of central cohesion theory to improve the verbal connotation of children with autism, which can be used by specialists in centers and institutions of special education concerned with children with autism, and the parents of these children.
4. Preparing measures for children with autism (central cohesion tasks scale, and linguistic semantics test) that centers, institutions, and parents of these children interested in these groups can benefit from.
Limits of the study:
The current study was limited to the following limits: -
• Objective limits: The objective limits of this research were limited to the scientific content included in the program based on the tasks of central cohesion theory.
• Spatial limits: The program was applied to a sample of children with autism in one of the Minya Governorate centers (Kayan Association for the Care of People with Special Needs in Minya Governorate, Mallawi Center).
• Human Limits: The program was applied to a sample of high-performing children with autism disorder who suffer from weak central cohesion and weak verbal significance, ranging in age from 4 to 6 years.
The Study tools:
The current study included.
1. Stanford-Bineh Intelligence Test (5th image), (Arabization and Legalization, Mahmoud Abu El-Nile).
2. The Central Cohesion Theory Tasks Scale (prepared by Dr. Walaa Rabih Mustafa, 2019)
3. Linguistic significance test (prepared by the researcher)
4. An electronic scale based on the tasks of the central cohesion theory (researcher preparation(
5. Gilliam Scale 3 (Arabization and codification of Sameh Muhammad Arafa)
The Study Results:
1. There is a statistically significant difference at the level (0.05) between the mean scores of the experimental group’s children in the pre and post applications of the Central Cohesion Tasks Scale in favor of the post application.
2. There is a statistically significant difference at the level (0.05) between the mean scores of the experimental group children in the pre and post applications to test the linguistic significance in favor of the post application.
3. There is no statistically significant difference at the level of (0.05) between the mean scores of the experimental group in the experimental group in the dimension and tracer (after a month) of the scale of the central cohesion tasks.
4. There was no statistically significant difference at the level (0.05) between the mean scores of the experimental group in the post and sequential applications (after a month) for the linguistic significance test.
5. The existence of the program’s effectiveness on the tasks of the central standardization position that was assigned in the verbal indication of high job performance.