الفهرس 
مدخل الدراسةيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
Autism is no longer a mental illness. It is no longer a rare phenomenon to exist, but a developmental disorder that affects children and accompanies them in their growth and usually appears at the end of the second year of life or the beginning of the third year, it also significantly affects verbal communication, social interaction and educational performance.
Second, the problem of the study:
The apparent lack of language and verbal and non-verbal communication are among the most common problems faced by the autism children because of their negative effects on these children hindering them for the use of language and understanding it, causing problems in communication; thus increasing the obstacles they face, the matter that deprives them of many of the activities that they should carry out just as their normal peer teens. from that standpoint, the study problem is represented in the following questions:
- What is the effectiveness of a singing program in developing the receptive language at autism child?
- What is the proposed perception of the program used in the study?
- What are the dimensions of receptive language at autism child?
- What is the sustainability of the program presented during the follow-up period?
Third: Objective of the study:
The present study aims to verify the effectiveness of using a program based on singing in developing receptive language among a sample of autism children.
Fourth: Importance of the study:
The importance of the study is clarified as it deals with autism children and receptive language as one of the most important aspects of these children. It attempts to provide a program based on singing for developing the receptive language.
Fifth: Study hypotheses:
- “There is a statistically significant difference between the mean levels of the pre-measurement and post-measurement scores in the receptive language scale illustrated by children with autism from (4-5) years and its dimensions at (0.05) level in favor of post-measurement after applying the training program.”
- ”There is no statistically significant difference between the mean levels of the degrees of post-measurement and the follow-up measurement in the receptive language scale illustrated in children with autism from (4-5) years and its dimensions.”
Sixth: The limits of the study:
The study sample:
The study sample consists of a number of autism children whose ages range between of 4-5years.
Study tools:
1) Receptive language scale, prepared by the researcher.
2) Lyric program for the development of receptive language, prepared by the researcher.
Seventh : Statistical methods used: The researcher shall use Nonparametric statistics and Wilcoxon Test for the data associated.
Eighth: The results of the study:
- There is a statistically significant difference at the level of 0.05 between the averages of the rank between the pre-measurement and the post-measurement in all dimensions of the receptive language scale illustrated in children who have been outgoing from (4-5) years in favor of post-measurement.
- There is no statistically significant difference between grade averages between telemetry and traceability in all dimensions of the receptive language scale illustrated in children with autism from (4-5) years. This indicates the impact of the program.