أثر برنامج تدريبي مقترح للعب التخيلي في تنمية التواصل اللغوي لدى الطفل المصاب باضطراب طبف التوحد

Abstract EN

The present study aims to empirically reveal the impact of a proposed training programme for imaginary play on the development of language communication in children with autism spectrum disorder and to see the extent to which the receptive and expressive language of this category is developed and excited.

The study group was composed in a deliberate manner of (06) six children with moderate autism spectrum disorder according to the CARS 2 scale.

The study was carried out on the basis of a general hypothesis formulated according to the alternative, non-oriented assumption that produced three sub-hypotheses of the same wording.

Relying on the experimental curriculum with its semi-experimental one-set design, the researcher used the Psychophile Pedagogical Test for Children of Autism-Version III (PEP-3) for tribal measurement and telemetry.

In the light of the research objectives, the limits of its imposition and the size of the sample, the researcher used non-educational statistical treatment using a test and kickson for two samples associated between tribal and post-graduate measurement.

In the expressive language compound, in the receptive language compound between autism child score averages in tribal and postgraduate measurements of the psychosocial profile test educational for autism-third children in favour of dimensional measurement attributable to the activities of the proposed training programme for imaginary play.

The study demonstrated the impact of the proposed training programme, thus achieving the objectives of the study in general and of the programme in particular.

In the light of these findings, the researcher proposed a series of suggestions that he hoped would be implemented.

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