برنامج تدريبي قائم على تحسين بعض الوظائف التنفيذية وأثره في تنمية بعض المهارات المعرفية لدي الأطفال ذوي اضطراب طيف التوحد بمرحلة الطفولة المبكرة

Abstract EN

The aim of the current research is to improve some executive functions (response response, initiation, cognitive flexibility, working memory, organizing tools), and developing some cognitive skills (attention, kinesthetic perception, classification, imitation, sequencing, discrimination, counting), among children with autism spectrum disorder in early childhood.

the research was applied to a sample of (12) children with autism spectrum disorder, whose ages ranged between (6-to less than 8) years, with an average age of (7.135), and a standard deviation of (0.7988) the standard degrees of non-verbal intelligence ranged between (81 and 99), with an average of (81.91), and standard deviation (8.30).) on the Stanford-Binet intelligence scale (fifth image), Arabization and codification of Safwat Farag (2011), and the scale was applied.

(cars-2hf: childhood autism assessment for high functioning persons) to estimate childhood autism spectrum disorder, executive functions scale (Abdulaziz Ella-Shaks, 2007) and cognitive skills scale for children with autism spectrum disorder.

prepared by the researcher, in addition to the training program prepared by the researcher for this purpose, and the research reached several results, the most important of which are: the presence of statistically significant differences at the level (0.05) between the mean ranks of the experimental group members' scores on the executive functions and cognitive skills scales in both the pre and post measurements.

the results were in the direction of the post-measurement, and the results also found that there were statistically significant differences at the level (0.01) between the mean scores of the experimental and control groups on the executive functions and cognitive skills scales in the post-measurement.

the results in the post-measurement were in favor of the experimental group, as the results indicated.

there are no statistically significant differences between the mean scores of the experimental group members on the executive functions and cognitive skills scales in both the post and follow-up measurements.