الفهرس 
المدخل إلي الدراسةيوجد فقط 14 صفحة متاحة للعرض العام
 |  | from | 191 |  |  |
| | | from | 191 | | |
المستخلص
Autism disorder where this category of children suffers from problems such as behaviors, deficiencies in social communication, and deficiencies in communication and linguistics, through the study of Saud (2015), the study of Chamsaz (2015), the study of Al-Fiqi (2017), the study of Al-Sartawi (2017) and the study of Al-Tantawi (2021).
The lack of the linguistic aspect is considered one of the most important problems of autistic children, as some studies, including the study of (Nasr 2002, 87-88) and the study of (Al-Shami 2004, 55-56) indicated that these children lack language in all its forms and skills at the same time, because they do not try to compensate for this Weakness in language, its components, and skills using non-verbal communication methods such as gestures, movements, or mimicry, in addition to the inability to even use visual communication.
Therefore, the studies provided training programs for these children using various strategies, including the method of separate attempts, which is the main method in training for many of the behavioral inputs used to learn children with autism, in which family members apply education through separate attempts individually (one educator and one child), The idea of training is based on the use of separate attempts to divide the skill to be improved in the autistic child into small parts and when mastering the next part, taking into account the provision of assistance and urging, then gradually improving it and using reinforcement procedures and time intervals to provide feedback (Schaffer, etal, 2011,60)
Separate attempts are an organized and intensive educational methodology consisting of several steps, which are signaling, urging, directing, responding, and the time interval between attempts. It is a strategy among applied behavior analysis strategies, as it focuses on providing the child with the required skill by controlling the sequence of events before and after the behavior (Amal Al-Fiqi, 2017).
Smith (2001) also knew that separate attempts are an educational strategy that depends on dividing the skill to be acquired into small parts, and when mastering the part, the transition is made to the next part, taking into account the provision of assistance and prompting, then gradually withdrawing it, and using reinforcement procedures and time intervals to provide feedback and learn Individually involved application of applied behavior analysis principles in a structured learning environment to teach critical skills.
Studies have emphasized the importance of using separate attempts in developing the linguistic aspect of autistic children, as the study (Al-Dawaida, 2016) and the study (Spalovida & Jasmin, 2018) confirmed the effectiveness of training in improving receptive language. Receptive naming and expressive naming. The study (Amal al-Fiqi 2017) confirmed the effectiveness of improving the social use of the language. The study (Ahmed Imam 2019) confirmed its effectiveness in developing readiness for some life and academic skills. Hence the current study came as an extension of previous studies in its use of the method of separate attempts to improve some language skills. I have autism children, which are the skills of listening - request - verbal imitation - naming).
the study Problem:
Many studies have used many types of programs for therapeutic and rehabilitative intervention with children with autism in order to develop communication skills and life skills, such studies (Duranovic. Radic 2015, Partington 2010), and other studies have been conducted to develop different language skills for children with autism, including El-Bashrawi (2012) and a study Kjellmer, etal (2012), Fadel’s study (2015), Serci’s study (2016), and Al-Muhairi’s study (2017). The current study was an extension of these studies, as it attempts to answer the following main question:
What is the effectiveness of a training program based on separate attempts in improving some language skills of autistic children?
from this question, the following sub-questions emerge:
1- What is the effectiveness of a program based on separate attempts in improving the listening skills of autistic children?
2- What is the extent of the effectiveness of a program based on separate attempts in improving the demand skills of autistic children?
3- What is the extent of the effectiveness of a program based on separate attempts in improving the verbal imitation skills of autistic children?
4- What is the extent of the effectiveness of a program based on separate attempts in improving the naming skills of autistic children?
Study objectives:
The study aimed to develop a training program to improve some of the language skills of autistic children. The sub-goals can be summed up in the following points:
1- Preparing a training program based on separate attempts to improve some language skills for autistic children.
2- Constructing a measure of language skills for autistic children.
3- Knowing the impact of the training program used in improving some language skills of autistic children.
the importance of studying:
1- Theoretical importance:
1- The current study deals with one of the categories of special education, namely children with autism.
2- The current study deals with separate attempts and language skills for the autism category, as we find a paucity of studies that dealt with these variables.
2- Practical importance:
The importance of the current research is as follows:
1- Diagnosis of language disorders in autistic children aged (4-6) years.
2- Designing a training program based on separate attempts to improve some language skills.
3- Training autistic children on the training program used.
Study Approach:
The current study is based on the experimental method with one group.
The limits of the study:
human limits:The sample of the study consisted of (3) autistic children who suffer from deficiencies in language skills.
spatial boundaries:KidZania Center in Banha, Qalyubia Governorate.
Time limits: The program was implemented in three and a half months, during the first week, the researcher got to know the center, its director, and its staff, and attended some sessions for autistic children inside the center.
Study tools:
1- Language skills scale (prepared by the researcher).
2- An individual interview with mothers of autistic children (prepared by the researcher).
3- The training program (prepared by the researcher).
Study procedures:
The study procedures were as follows:
1- Collecting scientific material related to the theoretical framework and previous studies, and extracting aspects of benefit from them.
2- Preparing a measure of language skills for autistic children.
3- Preparing the program for the study, which is the separate attempts.
4- Codifying the three study tools (Language Skills Scale - Individual Interview with Mothers of Autism Children - Study Program) as it has become a ready-to-apply image.
5- Determine the study sample by:
* Go to one of the centers in Banha, Qalyubia Governorate (KidZania Skills Center - Al-Amal Kindergarten, Qalyubia Governorate).
* Getting to know the management of the center including trainers, specialists, teachers and specialists, where the researcher presented the study program to them, its activities, objectives and importance for children, and the diagnosis of children with autism through interviewing the mothers of these children.
* The researcher applied the study tools to find a sample of the study application, who are autistic children.
* The researcher emptied the data and selected the study sample.
6- Application of the study program.
7- Conducting pre and post measurements.
8- Analyzing the data statistically to verify the hypotheses of the study.
9- Discussing and interpreting the results.
10- Coming up with recommendations and proposals.
Results:
All results of the study were achieved, namely:
The first hypothesis states that ”there is an effect of the program based on separate trials on the listening skill of autistic children.”
The second hypothesis states that ”there is an effect of the program based on separate trials on the demand skill of autistic children.”
The third hypothesis states that ”there is an effect of the program based on separate trials on the verbal imitation skill of autistic children.”
The fourth hypothesis states that ”there is an effect of the program based on separate trials on the naming skill of autistic children.”
The fifth hypothesis states that ”there is an effect of the program based on separate trials on the language skills of autistic children.