Basic Informations

C.V

Master Title

Effectiveness of a program based on linguistic Activities in enhancing some linguistic Skills among a Sample of Autistic Students

Master Abstract

Summary Introduction: Caring for children in all societies are caring for the whole society, for that the progress and civilization of any society are measured by to what extent they are caring for children and studying their problems to get solution for them. The autistic is a very elusory puzzle for many scientists of psychology and education. Many philosophers have already begun studying this phenomenon and they had a lot of questions like: is there a relationship between the human behavior of those autistic children and the animal behavior? Or that the autistic is a demo of the Primitive behavior which exists already inside individuals and covered by the civilization features they acquire from the environment and human taming which takes place until the age of six. Many modern studies paid more attention to the nature of the autistic child especially in the last years, so most psychology periodicals outside Egypt began to prepare specified articles about those autistic children, and there is no doubt that the increasing attention for this category of children results in the 'need for more specified and urgent studies to know how to deal with them and how to prepare educational program to help parents and supervisors modify their children’s behaviors. The problem which faces autistic children is inability to contact others as they have disturbances in making social relations, which results in linguistic disorder, so we can say that the main problem with autistic is a linguistic one. The most important things you can observe on those autistic children and represent the main weakness points are the slowness of the linguistic Skills or the lack of these skills at all, those children use words without paying attention to their meanings, or they just repeat words or sentences said by others, and most times they use gestures instead of words and their attention and concentration is so poor. Language activities are very important strategies used in developing the linguistic skills, experiments and researches applied on children showed great importance of Language activities in acquiring language Skills and communication skills if it they are used and organized in an appropriate way. Language activities enable those children to answer the questions asked to them, composing meaningful sentences, expressing their ideas and collecting more useful vocabulary. Studies show the great importance of language activities programs and their effect on developing the linguistic skills and growth for those Students at school and the result was clear at those who get the program. Studies are referring to language activities as singing, Social Stories. Art and play are very important for development language skills So the researcher recommended working more on these programs and he is already preparing aprogram using Language activities to see their effects on the linguistic development of the autistic children. Problem of the study: The researcher put the problem in the form of questions 1-The main question: To what extent the program using Language activities are effective in developing the language Skills of the autistic children? 2- The sub questions: [1] Are there statistically significant differences between the grades of the autistic children in the experimental group and the control group concerning the linguistic Skills development level after implementing the program with Language activities? [2] Are there statistically significant differences in the grades of the autistic children in the experimental group concerning measurement of the linguistic development. [3] Are there statistically significant differences in the grades of the autistic children in the experimental group concerning the consequent measurement of the program results? Goals of study: The study aims at: [1] Recognizing the level of linguistic Skills development of the autistic children. [2] Revealing the effectiveness of the program with Language activities in developing the language Skills of those autistic children. [3] Developing communication skills of the autistic children as a result of developing their vocabulary after implementing the program with Language activities. The importance of the study: The theoretical importance: concerning recognizing the following: • The importance of language activities which are included in the program which aims at developing the language Skills of those autistic children. • Studying one of the new problems concerning disability. • This category of children can be considered as a neglected one and it does not receive the demanded attention. The applicable importance of the study: • A trail to reach a program which serves the organizations of mental disability and to distinguish those autistic children from the no autistic ones. • A trail to prepare a program suitable to the Egyptian environment which helps those children to acquire the language skills and communicate effectively with the environment and others. The approach and procedures of the study: The approach: The researcher applies the semi-experimental methodology The Study sample: The Sample consists of 10 autistic children divided into two groups (experimental & control) which are similar in age, intelligent social and economic and caleture level and the level to the linguistic growth. The sample was a group of the students in Abny center – Harm - Giza govemate which has a biggest number of autistic students. The sample is as follow: Between (7: 10) years. [1] The intelligent rate of the children is (50:70) on Stanford scale. [2] Those who participate in the study do not join any other studies during the implementation of the program. Those who are under a Behavioral rehabilitation program will not join in the study. The tools of the study: • autistic child scale prepared by (Adel Abdalla, 2008) • The scale of communication prepared by (Afaf abd el fady, 2011). • the scale of the social , economic and calenture level prepared by Moamr nawass el hawarna. • IQ test for Stanford- Binea (Rationed by Louis Milika 1998). • The Childhood autistic rate scale(C.A.R.S) Rationed by (Huda amen, 2004) • The program by language activities prepared by the researcher. The Statistical methods: [1] Mann – Whitney test for independent to examine the significance of averages scores of both control and experimental groups. [2] Wilcoxon – test of connected groups to examin the significant of difference between averages of pre and post measurements and post follow – up measurement Correlation Coefficient. The outcomes (results): The study results can be summarized as follow: There're statistically significant differences between the average grades of the autistic children in the experimental group and the control group concerning the linguistic skills level in general and specifically Verbal communication (speaking, language, listening, addressing)and nonverbal communication (Body movement image, Face expression, nods,limbs movement ) the differences was statistically significant at (0.01) for the experimental group children in the shape of increase in their linguistic growth as a result of the program. There're statistically significant differences in the average grades of the autistic children in the experimental group concerning measurement of the verbal and non-verbal communication before and after implementing the program in the linguistic skills in general and specifically in the Verbal communication(speaking, language, listening, addressing)and nonverbal communication (Body movement image, Face expression, nods, and limbs movement) the differences was statistically significant at (0.05) before applying the program and this shows the difference in the level of linguistic skills growth after the program. There aren't statistically significant differences in the average grades of the autistic children in the experimental group concerning the consequent measurement of the program results in general and specifically Verbal communication (speaking, language, listening, addressing)and nonverbal communication (Body movement image, Face expression, nods, and limbs movement). before and after implementing the program with language activities.

PHD Title

Effectiveness of a program Using computer in enhancing auditory Skills and it's effects on verbal communication among a Sample of Autistic Students

PHD Abstract

Summary Introduction: Caring for children in all societies are caring for the whole society, for that the progress and civilization of any society are measured by to what extent they are caring for children and studying their problems to get solution for them. The autistic is a very elusory puzzle for many scientists of psychology and education. Many philosophers have already begun studying this phenomenon and they had a lot of questions like: is there a relationship between the human behavior of those autistic children and the animal behavior? Or that the autistic is a demo of the Primitive behavior which exists already inside individuals and covered by the civilization features they acquire from the environment and human taming which takes place until the age of six. Many modern studies paid more attention to the nature of the autistic child especially in the last years, so most psychology periodicals outside Egypt began to prepare specified articles about those autistic children, and there is no doubt that the increasing attention for this category of children results in the 'need for more specified and urgent studies to know how to deal with them and how to prepare educational program to help parents and supervisors modify their children’s behaviors. The problem which faces autistic children is inability to contact others as they have disturbances in making social relations, which results in linguistic disorder, so we can say that the main problem with autistic is a linguistic one. The most important things you can observe on those autistic children and represent the main weakness points are the slowness of the linguistic Skills or the lack of these skills at all, those children use words without paying attention to their meanings, or they just repeat words or sentences said by others, and most times they use gestures instead of words and their attention and concentration is so poor. Language activities are very important strategies used in developing the linguistic skills, experiments and researches applied on children showed great importance of Language activities in acquiring language Skills and communication skills if it they are used and organized in an appropriate way. Language activities enable those children to answer the questions asked to them, composing meaningful sentences, expressing their ideas and collecting more useful vocabulary. Studies show the great importance of language activities programs and their effect on developing the linguistic skills and growth for those Students at school and the result was clear at those who get the program. Studies are referring to language activities as singing, Social Stories. Art and play are very important for development language skills So the researcher recommended working more on these programs and he is already preparing aprogram using Language activities to see their effects on the linguistic development of the autistic children. Problem of the study: The researcher put the problem in the form of questions 1-The main question: To what extent the program using Language activities are effective in developing the language Skills of the autistic children? 2- The sub questions: [1] Are there statistically significant differences between the grades of the autistic children in the experimental group and the control group concerning the linguistic Skills development level after implementing the program with Language activities? [2] Are there statistically significant differences in the grades of the autistic children in the experimental group concerning measurement of the linguistic development. [3] Are there statistically significant differences in the grades of the autistic children in the experimental group concerning the consequent measurement of the program results? Goals of study: The study aims at: [1] Recognizing the level of linguistic Skills development of the autistic children. [2] Revealing the effectiveness of the program with Language activities in developing the language Skills of those autistic children. [3] Developing communication skills of the autistic children as a result of developing their vocabulary after implementing the program with Language activities. The importance of the study: The theoretical importance: concerning recognizing the following: • The importance of language activities which are included in the program which aims at developing the language Skills of those autistic children. • Studying one of the new problems concerning disability. • This category of children can be considered as a neglected one and it does not receive the demanded attention. The applicable importance of the study: • A trail to reach a program which serves the organizations of mental disability and to distinguish those autistic children from the no autistic ones. • A trail to prepare a program suitable to the Egyptian environment which helps those children to acquire the language skills and communicate effectively with the environment and others. The approach and procedures of the study: The approach: The researcher applies the semi-experimental methodology The Study sample: The Sample consists of 10 autistic children divided into two groups (experimental & control) which are similar in age, intelligent social and economic and caleture level and the level to the linguistic growth. The sample was a group of the students in Abny center – Harm - Giza govemate which has a biggest number of autistic students. The sample is as follow: Between (7: 10) years. [1] The intelligent rate of the children is (50:70) on Stanford scale. [2] Those who participate in the study do not join any other studies during the implementation of the program. Those who are under a Behavioral rehabilitation program will not join in the study. The tools of the study: • autistic child scale prepared by (Adel Abdalla, 2008) • The scale of communication prepared by (Afaf abd el fady, 2011). • the scale of the social , economic and calenture level prepared by Moamr nawass el hawarna. • IQ test for Stanford- Binea (Rationed by Louis Milika 1998). • The Childhood autistic rate scale(C.A.R.S) Rationed by (Huda amen, 2004) • The program by language activities prepared by the researcher. The Statistical methods: [1] Mann – Whitney test for independent to examine the significance of averages scores of both control and experimental groups. [2] Wilcoxon – test of connected groups to examin the significant of difference between averages of pre and post measurements and post follow – up measurement Correlation Coefficient. The outcomes (results): The study results can be summarized as follow: There're statistically significant differences between the average grades of the autistic children in the experimental group and the control group concerning the linguistic skills level in general and specifically Verbal communication (speaking, language, listening, addressing)and nonverbal communication (Body movement image, Face expression, nods,limbs movement ) the differences was statistically significant at (0.01) for the experimental group children in the shape of increase in their linguistic growth as a result of the program. There're statistically significant differences in the average grades of the autistic children in the experimental group concerning measurement of the verbal and non-verbal communication before and after implementing the program in the linguistic skills in general and specifically in the Verbal communication(speaking, language, listening, addressing)and nonverbal communication (Body movement image, Face expression, nods, and limbs movement) the differences was statistically significant at (0.05) before applying the program and this shows the difference in the level of linguistic skills growth after the program. There aren't statistically significant differences in the average grades of the autistic children in the experimental group concerning the consequent measurement of the program results in general and specifically Verbal communication (speaking, language, listening, addressing)and nonverbal communication (Body movement image, Face expression, nods, and limbs movement). before and after implementing the program with language activities. ???? ??????? ????? ???? ?????? ???????? ???? ?????????? ???????? ????? ?? ??? ??????? ??? ???? ????? ???? ????? ???? ???????? ??????? ? ??????? ???????? ?????? ?????? ???? ?????? ?? ????????? ????????? ?????????? ??????? ??? ????? ?????? ??? ????? ????? ?????? ???????? ??? ????? ?????? ?? ??? ?? ??? ?????? ??? ?????? ?????? ???????( ??????????? ????????? ?????????? ?????????). ????? ?????? ?? ?????? ????????? ??? ?? ??????? ????????? ?????? ?? ?????? ?? ????? ?????? ?? ???????? ??????? ??? ?? ????? ??? ?????? ??? ??????? ?? ????? ???? ????????? ?? ????? ???? ( ???? ??? ??????(2011)( ???? ????? ????(2014)? ( ???? ????? ????? 2013) ?(Scott Jack, et al, 2000,) . ????? ???????: ???? ?? ???? ????? ??????? ?? ???? ?????? ??????? ??????? ??????? ???? ?? ???? ??????? ??????? ??? ??? ?? ?????? ???????? ???????? ???????? ????????? ?? ????? ???????? ??????? ??? ??????? ????????? ???? ??? ??? ??? ??????? ??????? ?????? ?? ??? ?????? ??????? ??? ??????? ????? ?????? ???? ???: 1- ?? ???? ????? ???????? ???????? ?? ????? ???????? ??????? ??? ??????? ????????? ????? ???????? ????????? ? 2- ?? ???? ????? ???????? ???????? ?? ????? ??????? ?????? ??? ??????? ????????? ????? ???????? ????????? ? 3- ?? ???? ????? ???????? ?? ????? ???????? ??????? ??? ??????? ????????? ??? ?? ??? ?????? ???????( ???? ????????). 4- ?? ???? ????? ???????? ?? ????? ??????? ?????? ??? ??????? ????????? ??? ?? ??? ?????? ???????( ???? ????????). ??? ???????: ???? ??????? ??????? ??? ????? ???????? ??????? ??????? ??????? ?????? ??? ??????? ????????? ???? ??????? ?? ???? ????? ?????? ?????? ??????? ??????? ??????? ?? ????? ?????? ???? ???????? ??? ?????? ???? ????????. ????? ???????: ??????? ???????: ???? ????? ??????? ??????? ???: 1- ???????? ????? ???? ??? ?????????? ?????? ???? ?? ?? ???? ???? ??? ???????? ??? ?? ?????? ????? ?? ??? ??????? ??????? ?? ?????? ????? ???????? ???? ????(1: 68)? ??????? ??? ????? ?? ??? ????? ?????? ?? ???????. 2- ????? ????? ??? ???? ???????? ?????? ??? ??????? ?????????? ??? ????? ???????? ??????? ? ??? ????? ??? ??????? ?? ????? ?????? ?????? ??? ??? ??????? ??? ?? ???? ??? ???? ???????? ???????? ?????? ????? ?????? ?? ???????? ?????? ???? ???? ????? ??????? ?? ??????? ????? ?? ?????? ?? ???????? ????????. 3- ??? ?????? ????????? ??????? ???? ????? ????????? ??????? ???????? ????????? ?? ??????? ??? ??????? ????????? - ?? ???? ????? ??????- ??? ????? ???? ???? ????? ?????. 4- ????? ?????? ????? - ???? ??? ???? ????????? ?????? ????? ???? ??????? ??????? ??????- ???????? ??? ????? ?????? ??????? ???????? ?????? ???????? ??????? ?????? ????? ??????? ?????? ??? ??????? ????????? ????? ?????? ?? ?????? ?? ???????? ??????? ????? ?? ???????. ??????? ?????????: 1. ????? ????????? ?? ????? ??????? ????????? ???? ????? ??????? ?? ???? ?? ????? ???????? ??????? ??? ??????? ????????? ?????? ????? ??????? ?????. 2. ??????? ????????? ?? ????? ???????? ??????? ??? ??????? ????????? . 3. ?????? ??????? ???????? ????????? ??? ????? ??????? ?????? ?????????? ?? ?????? ??????? ??? ??? ??????? ??????? ?? ???? ????? ???????? ??????????? ????? ??? ??????? ???????? ????????? ???? ???? ????????? ???????? ???? ?????? ??? ??? ??? ?????? ???? ?????? ????? ???? ?? ??????? ?????????? ???????????. ????? ????? ?? ????? ???? ???? ????? ?????? ???? ??????? ????? ????? ?????? ????? ?????. 4. ????? ???????? ????? ??????? ?????? ???? ???? ?????????? ???? ???? ?????? ???? ????? ???????? ??????? ???????? ?????????. 5. ????? ????????? ??????? ?????? ????????? ?? ????? ???????? ?????? ????? ?????? ?????? ???????? ??????. ???? ???????: 1) ???? ???? ???? ???????? ??? ??????? ??? ????? ????? ???????? ????????? ??? ????? ????? ???????? ??????? ?? ???????? ?????? ??????? ????? ?????? ??????. 2) ???? ???? ???? ???????? ??? ??????? ??? ????? ????? ???????? ????????? ??? ????? ????? ??????? ?????? ?? ???????? ?????? ??????? ????? ?????? ??????. 3) ???? ???? ???? ???????? ??? ??????? ??? ????? ????? ?????????? ????????? ???????? ??? ????? ????? ???????? ??????? ?? ?????? ?????? ????? ???????? ?????????. 4) ???? ???? ???? ???????? ??? ??????? ??? ????? ????? ?????????? ????????? ???????? ??? ????? ????? ??????? ?????? ?? ?????? ?????? ????? ???????? ?????????. 5) ?? ???? ???? ???? ???????? ??? ??????? ??? ????? ????? ???????? ????????? ??? ????? ????? ???????? ??????? ?? ???????? ?????? ????????. 6) ?? ???? ???? ???? ???????? ??? ??????? ??? ????? ????? ???????? ????????? ??? ????? ????? ??????? ?????? ?? ???????? ?????? ???????? ???? ???????: ????? ??????? ??????? ??????? ???????? ????????? ?? ????? ?????? (14) ??? ?? ??????? ?? ??????? ??? (7) ????? ??????? ?????(5 ?? ???????2?? ??????) (7) ????? ??????? ???????(5 ?? ???????2 ?? ??????). ??? ?????? ??????? ?? (6: 10) ?????? ??????? ??? ?????? ??? (50- 70) ??????? ???? ???????? ????? ??? ?????? ??? ??????? (30-,5 36) ????? ???????: ????? ??????? ??? ??????? ??????? 1) ????? ????????? ????? ?????? ?????? ??????? (???? ??? ) 2) ????? ????? ??????? (????? ???? ??? ???? ???? 2002). 3) ????? ???? ???????? (C.A.R.S) (????? ??? ?????2004). 4) ????? ??????? ?????? (????? ??????). 5) ????? ???????? ??????? (????? ??????) 6) ????? ??????? ????????? ??????????( ????? ???? ???? ????????) 7) ?????? ??????? ?????? ???????? ??????? (????? ??????). ???????? ?????????: ?????? ?????? ???????? ????????? ???????: 1- ??????? ???????. 2- ???????? ????????. 3- ?????? ???????? Test Wilcoxon 4- ?????? ??? ????Test Man-Whitney 5- ????? ???????? ????? ?????? ????? ??? ?????. ????? ???????. [3] "???? ???? ??? ????? ??????? ??? ?????? ??? ????? ????? ???????? ????????? "?????? ??????" ????????? ??????? "?????? ??????" ??? ????? ???????? ??????? ????? ???????? ????????? ??? ?????(01.). [4] "???? ???? ??? ????? ??????? ??? ?????? ??? ????? ????? ???????? ????????? "?????? ??????" ????????? ??????? "?????? ??????" ??? ????? ??????? ?????? ????? ???????? ????????? ??? ?????(01.). [5] ???? ???? ??? ????? ??????? ??? ??????? ??? ????? ????? ???????? ????????? ??? ???? ????? ?????? ??????? ??? ????? ???????? ??????? ????? ?????? ?????? ??? ?????(01.).. [6] "???? ???? ??? ????? ??????? ??? ??????? ??? ????? ???????? ????????? ?? ???????? ?????? ??????? ??? ????? ??????? ?????? ????? ?????? ?????? ??? ?????(01.).". [7] ?? ???? ???? ??? ????? ??????? ??? ?????? ??? ????? ???????? ????????? ?? ???????? ?????? ???????? ??? ????? ???????? ???????. [8] ?????? ???? ??? ????? ??????? ??? ?????? ??? ????? ???????? ????????? ?? ???????? ?????? ???????? ??? ????? ??????? ??????.