مهارات التفاعل اللغوي و بناء المتلازمات اللفظية في اللغة العربية و مدى توافرهما لدى تلاميذ المرحلة الابتدائية ذوي اضطراب التوحد

Abstract EN

The research aimed to investigate the availability of some pronounced linguistic interaction skills and building verbal collection for Autistic disordered primary stage students.

The research applied both descriptive and semi-experimental approaches in preparing and applying its tools in order to verify the students' performance on Language interaction skills and building verbal collocations.

The research sample was comprised of a group of autistic primary stage students (average age nine years old) from “YES I CAN ACADEMY” at Assiut city.

To achieve the aims of the research the researchers prepared the following tools: A list of pronounced linguistic interaction, a list of verbal collection, observation card for pronounced linguistic interaction, and verbal collection building skills test.

After comparing the actual averages with the hypothetical averages of the pupilsThrough the quasi-experimental approach ' scores on the observation and test card, the results indicated that the mean scores for pronounced linguistic interaction skills are below the hypothetical mean.

The student’s averages in building verbal collection: (nominative collection, Verbal collection, semi-sentence collection) were below the hypothetical averages, except for section (semi-sentence collection) which came with a moderate degree of availability.

Overall, these results indicate that the targeted skills were achieved to a low degree among autistic pupils.

In light of the results, the research recommended building educational programs to improve these skills for primary stage students with autism spectrum disorder.