الفهرس 
الفصــل الأوليوجد فقط 14 صفحة متاحة للعرض العام
 |  | from | 390 |  |  |
| | | from | 390 | | |
المستخلص
Recently, there is a great interest in studying developmental disorders affecting children’s development and consequently their future. The growing body of research about developmental disorders helps to better understand the nature of children with these disorders as well as developing methods of investigating etiology, ways of prevention, therapy and skill-training.
Autism is known as a complex developmental disability. It presents itself during the first three years of a person’s life affecting the development of the person’s communication and social interaction skills. Its symptoms often develop gradually, though some children with autism reach their developmental milestones at a normal pace and then regress
Theories explaining childhood autism may be categorized into three trends: neurotic, environmental and neurotic-environmental. Neurotic theories focus mainly on the genetic factors, pre-natal, delivery, and post-natal accidents and child’s diseases. Environmental theories suggest that autistic child is physically normal, but he/she is subjected to great influences in his early childhood causing his/her impairment. Lastly, neurotic-environmental researchers suppose that autism is explained in terms of the exposure of a child with genetic disposition to great negative environmental factors such as emotional deprivation, pollution, viruses…etc.
The most notable symptoms of autism are deficiencies in making meaningful relationships, withdrawal and delays in mental and language development which negatively affect cognitive, social and emotional development and general behavior. In addition, a child shows exotic and stereotyped behaviors with no meanings.
In addition, autistic children suffer from many problems such as stereotyped and self-injurious behaviors. It is observed that those children find it difficult to follow certain rules or instructions in order to achieve a certain goals. They are also characterized as hyperactive.
Maladaptive stereotyped behaviors hinder autistic children’s attention and learning as they are usually occupied with certain behaviors neglecting other beneficial activities. They also cause problems for other normal children in case of merge. Teachers themselves complain of such behaviors.
Recently, there has been an evidence of the effectiveness of social stories using computerized animations for improving social skills among autistic children
However, the role of computerized social stories for reducing stereotyped and self-injurious behaviors among autistic children has not been identified in the Arab environment yet. This is what the current research attempts to do.
The problem
The study problem can be summarized by the following questions:
1. Are there statistically significant differences between the mean scores attained by the experimental and control groups on the post-test of stereotyped behaviors?
2. Are there statistically significant differences between the mean scores attained by the experimental group on the pre – post tests of stereotyped behaviors?
3. Are there statistically significant differences between the mean scores attained by the control group on the pre – post tests of stereotyped behaviors?
4. Are there statistically significant differences between the mean scores attained by the experimental group on the post-test and that of the same group on the follow-up test of stereotyped behaviors?
5. Are there statistically significant differences between the mean scores attained by the experimental and control groups on the post-test of self-injurious behavior?
6. Are there statistically significant differences between the mean scores attained by the experimental group on the pre - post tests of self-injurious behavior?
7. Are there statistically significant differences between the mean scores attained by the control group on the pre - post tests of self-injurious behavior?
8. Are there statistically significant differences between the mean scores attained by the experimental group on the post-test and that of the same group on the follow-up test of self-injurious behavior?
9. Is there a statistically significant relationship between stereotyped and self-injurious behaviors among children with autism?
Objectives
The current research aims to achieve the following objectives:
1- Identifying the effectiveness of the program proposal in reducing stereotyped and self-injurious behaviors and its impact on psychological and social adjustment among a group of autistic children.
2- Examining the continuity of the training program effectiveness in reducing stereotyped and self-injurious behaviors among the participants through the follow-up tests. The ultimate goals are to introduce valuable scientific and practical recommendations which may deepen people’s understanding of this disability nature and the unique needs of these children. Additionally, this may help professionals plan and provide necessary services to meet these needs.
Significance
Significance
Theoretical significance
The current study gains its theoretical importance through the researcher’s efforts to compile a theoretical framework covering behavioral, emotional and social characteristics of this population. This may help researchers and parents well understand the nature of those children and their unique characteristics.
Practical significance
The researcher has designed a training program aiming to reduce stereotyped and self-injurious behaviors and its impact on psychological and social adjustment among a group of autistic children. This may be crucial for parents and professional in the field so as to help those children enjoy their rights and live properly.
Hypotheses
1. There will be statistically significant differences between the mean scores attained by the experimental and control groups on the post-test of stereotyped behaviors.
2. There will be statistically significant differences between the mean scores attained by the experimental group on the pre – post tests of stereotyped behaviors.
3. There will be no statistically significant differences between the mean scores attained by the control group on the pre – post tests of stereotyped behaviors.
4. There will be no statistically significant differences between the mean scores attained by the experimental group on the post-test and that of the same group on the follow-up test of stereotyped behaviors.
5. There will be statistically significant differences between the mean scores attained by the experimental and control groups on the post-test of self-injurious behavior.
6. There will be statistically significant differences between the mean scores attained by the experimental group on the pre - post tests of self-injurious behavior.
7. There will be no statistically significant differences between the mean scores attained by the control group on the pre - post tests of self-injurious behavior.
8. There will be no statistically significant differences between the mean scores attained by the experimental group on the post-test and that of the same group on the follow-up test of self-injurious behavior.
9. There will be a statistically significant relationship between stereotyped and self-injurious behaviors among children with autism.
Research Limitations
Participants
Participants of this study are ten (6 – 9 years) children with autism. They are divided into two groups: an experimental group and a control one. Each of the two groups consists of 5(4 boys + 1girl) children.
Methodology
This research depends on the experimental design (two-group design) so as to identify the effectiveness of the program proposal (independent variable) in reducing stereotyped and self-injurious behaviors (dependent variables) among the participants.
Place limitations
The study is conducted in Ro’ya Center, Shubra El Khima. The training is carried out individually.
Time limitations
1. The program consists of 35 sessions. Each session of this program took 30 - 45 minutes.
Instruments
Sample-choice tools:
1- Preliminary data collection form. (prepared by the researcher)
2- Stanford–Binet Intelligence Scales, fifth edition. (Mahmoud Abu El Neil, 2011)
3- Socioeconomic and Cultural Status Scales. (Mohammad Bayomy Khalil)
4- Autism Diagnostic Scale. (Adel Abdullah, 2003)
Experimental Variables Measurement Scales:
1- Stereotyped Behavior Scale for Children with Autism .(prepared by the researcher)
2- Self-injurious Scale for Children with Autism .(prepared by the researcher)
3- The program Proposal. (prepared by the researcher)
Results
1. There are statistically significant differences between the mean scores attained by the experimental and control groups on the post-test of stereotyped behaviors.
2. There are statistically significant differences between the mean scores attained by the experimental group on the pre – post tests of stereotyped behaviors.
3. There are no statistically significant differences between the mean scores attained by the control group on the pre – post tests of stereotyped behaviors.
4. There are no statistically significant differences between the mean scores attained by the experimental group on the post-test and that of the same group on the follow-up test of stereotyped behaviors.
5. There are statistically significant differences between the mean scores attained by the experimental and control groups on the post-test of self-injurious behavior.
6. There are statistically significant differences between the mean scores attained by the experimental group on the pre - post tests of self-injurious behavior.
7. There are no statistically significant differences between the mean scores attained by the control group on the pre - post tests of self-injurious behavior.
8. There are no statistically significant differences between the mean scores attained by the experimental group on the post-test and that of the same group on the follow-up test of self-injurious behavior.
9. There is a statistically significant relationship between stereotyped and self-injurious behaviors among children with autism.