Attitudes of Arabic language teachers towards the use of learning through play in teaching children with autism spectrum disorder in Amman: اتجاهات معلمي اللغة العربية نحو استخدام التعلم باللعب في تعليم أطفال اضطراب طيف التوحد في عمان

This study aimed to identify the attitudes of Arabic language teachers towards the use of learning through play in teaching children with autism spectrum disorder in Amman and to identify the impact of the following variables (gender, educational qualification, years of experience). It was distributed to (50) teachers of the Arabic language, and its validity and reliability were confirmed by a committee of arbitrators from specialists. The Arabic language teachers towards the use of learning through play in teaching children with autism spectrum disorder was significant, as it was found that there were no statistically significant differences at the level of significance (α ≤ 0.05) between the average responses of the study sample members towards trends. Arabic language teachers towards the use of learning by playing in teaching children autism spectrum disorder due to the gender variable (gender, educational qualification, years of experience) and based on the results of this study, the researcher recommended recommendations, the most important of which is the need to work on integrating autistic children into the family Educational games as it increases their motivation, interest in developing learning through play for children with autism as much as possible, the need to work on using the method of play in developing communication skill for children on the autism spectrum.

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AppPECS: Mobile Application for Children with Autism Spectrum Disorder

ECORFAN Journal Spain ◽

10.35429/ejs.2019.10.6.27.38 ◽

2019 ◽

pp. 27-38

Author(s):

Carlos Enríquez-Ramírez ◽

Juan Carlos Cruz-Reséndiz ◽

Miriam Olvera-Cueyar ◽

Roberto Arturo Sánchez-Herrera

Keyword(s):

Autism Spectrum Disorder ◽

Mobile Applications ◽

Mobile Application ◽

Short Term Memory ◽

Educational Games ◽

Children With Autism ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Short Term ◽

Learning Development

The study of treatments for children with autism and interventions through educational games is growing because researchers have seen an acceptance by users with autism spectrum disorder in this type of applications. Allowing this type of users to acquire and develop new skills such as digital, the development of writing through the use of the keyboard, as a means of communication and a mechanism of reinforcement in sociable aspects. Taking into account the benefits of using games through mobile applications in the treatment of targeted therapies in children with autism spectrum disorder, a mobile application has been developed to obtain an experience that interactively stimulates children for the purpose of Reinforce areas of learning development, such as repetition of activities (socialization), concentration, reinforcement of short-term memory, order and development of kinesthetic skills through the use of digitization. This project was applied in the Unidad de Servicios de Apoyo a la Escuela Regular No. 21 (USAER) instance of Special Education, dependent on the Secretaría de Educación Pública de Hidalgo.

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Assessing the Knowledge Level of Teachers of Children with Autism Spectrum Disorder about the Importance of Applied Behavior Analysis (ABA) Strategies in Zarka City

International Education Studies ◽

10.5539/ies.v12n5p120 ◽

2019 ◽

Vol 12 (5) ◽

pp. 120

Author(s):

Yasser F. Khaleel

Keyword(s):

Autism Spectrum Disorder ◽

Behavior Analysis ◽

Applied Behavior Analysis ◽

Children With Autism ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Knowledge Level ◽

Years Of Experience ◽

Level Of Education ◽

High Degree

The current study aimed at assessing the knowledge level of teachers of children with Autism Spectrum Disorder about the Importance of Applied Behavior Analysis (ABA) strategies in Zarka City. Furthermore, the study attempted to explore whether teachers’ knowledge level differ according to their gender, years of experience, level of education, or specialized training. The sample of this study comprised of (60) teachers (25 male and 35 female). In order to achieve the goals of this study, the researcher constructed a questionnaire. The final version of it consisted of (27) items. The results showed that teachers of children with Autism Spectrum Disorder were given a high degree of importance on the whole scale. The mean was (2.95). The results also indicated no statistically significant differences in total degrees of importance of (ABA) strategies can be attributed to gender or level of education, while there were statistically significant differences in total degrees of importance of (ABA) strategies can be attributed to training. Finally, the results indicated statistically significant differences in total degrees of importance and no statistically significant differences in total degrees of use of (ABA) strategies can be attributed to years of experience.

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An Analysis of the Effect of Educational Game Training on Some Physical Parameters and Social Skills of the Children with Autism Spectrum Disorders

Asian Journal of Education and Training ◽

10.20448/journal.522.2018.44.319.325 ◽

2018 ◽

Vol 4 (4) ◽

pp. 319-325

Author(s):

Nurgül TEZCAN KARDAŞ ◽

Reşat SADIK

Keyword(s):

Autism Spectrum Disorder ◽

Social Skills ◽

Educational Games ◽

Language Skills ◽

Children With Autism ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Wilcoxon Test ◽

Educational Game ◽

Physical Parameters

Purpose of this research is to measure the effect of educational game training on some physical parameters and social skills of the children with Autism Spectrum Disorder. Five individuals (participants) diagnosed with Autism Spectrum Disorder participated in the research. During the research, the participants were made to play 8 different educational games for 8 weeks, and 3 days a week for 1 hour; and the sessions during the research were recorded with a video camera. Research data were obtained before and after the 8-week educational game program by using flamingo test, vertical jump test, plate tapping test, sit and reach test, and by performance determination form for individuals with pervasive developmental disability. SPSS 25 package program was used in the analysis of the data. The Wilcoxon test, a nonparametric test, was used to evaluate pre- and post-test results. As a result of the study, it was found that the educational games have positive effects on some physical parameters (balance, flexibility, strength, hand-eye coordination) and social skills (matching skills, imitation skills, following instructions skills, visual support use, receptive language skills, communicative language skills, game and music skills, self-care skills, daily life skills, motor skills, socialization skills, and mathematics).

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Instruction Using Augmentative and Alternative Communication Supports: Description of Current Practices by Speech-Language Pathologists Who Work With Children With Autism Spectrum Disorder

American Journal of Speech-Language Pathology ◽

10.1044/2019_ajslp-19-00045 ◽

2020 ◽

Vol 29 (2) ◽

pp. 586-596 ◽

Cited By ~ 1

Author(s):

Kaitlyn A. Clarke ◽

Diane L. Williams

Keyword(s):

Autism Spectrum Disorder ◽

Augmentative And Alternative Communication ◽

Communication Systems ◽

Diagnostic Category ◽

Children With Autism ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Alternative Communication ◽

Speech Language Pathologists ◽

Processing Differences

Purpose The aim of this research study was to examine common practices of speech-language pathologists (SLPs) who work with children with autism spectrum disorder (ASD) with respect to whether or not SLPs consider processing differences in ASD or the effects of input during their instruction. Method Following a qualitative research method, how SLPs instruct and present augmentative and alternative communication systems to individuals with ASD, their rationale for method selection, and their perception of the efficacy of selected interventions were probed. Semistructured interviews were conducted as part of an in-depth case report with content analysis. Results Based on completed interviews, 4 primary themes were identified: (a) instructional method , (b) input provided , (c) decision-making process , and (d) perceived efficacy of treatment . Additionally, one secondary theme, training and education received , was identified . Conclusions Clinicians reported making decisions based on the needs of the child; however, they also reported making decisions based on the diagnostic category that characterized the child (i.e., ASD). The use of modeling when teaching augmentative and alternative communication to individuals with ASD emerged as a theme, but variations in the method of modeling were noted. SLPs did not report regularly considering processing differences in ASD, nor did they consider the effects of input during instruction.

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