‫كلية التربية للطفولة المبكرة‬

‫قسم العلوم النفسية‬

‫بزنامج لتحسني الوظائف التنفيذيَّة ومهارات‬

‫التواصُل لألطفال الذَّاتَوِيِّني‬

‫إعداد الباحثة‬
‫فاطنة علي الرفاعي‬

‫حبث لنيل درجة املاجستري يف الرتبية (رياض أطفال)‬

‫د‪ .‬كلري أنور مسعود‬ ‫أ‪.‬د ‪ /‬خالد عبد الزاسق النجار‬

‫‪6102‬‬
 ‫شكر وتقدير‬

‫خالد عبد الزاسق النجار‬

‫كلري أنور مسعود‬

‫تهاني منيب‬
‫هندد إمساعيدل‬
‫إمبدابي‬
 ‫فهزس احملتويات‬

‫الصفحة‬ ‫املوضوع‬
‫الفصل األول‬
‫مدخل إىل الدراسة‬

‫الفصل الثاني‬
‫اإلطار النظري والدراسات السابقة‬
‫الصفحة‬ ‫املوضوع‬

‫الفصل الثالث‬
‫منهج الدراسة وإجراءاتها‬

‫الفصل الرابع‬
‫نتائج الدراسة ومناقشتها‬

‫قائنة املراجع‬
‫قائنة األمساء واملصطلحات‬

‫قائنة املالحق‬
 ‫قائنة اجلداول‬

‫الصفحة‬ ‫اجلددددول‬
‫ػطدخلػإضىػاضدرادظ‬ ‫اضغصلػاألول‬

‫الفصل األول‬
‫مدخل إىل الدراسة‬

‫طػدطظ‪:‬ػ ػ‬

‫‪Ozonoff, & Schetter‬‬

‫ﭼ‬

‫‪1‬‬
‫ػطدخلػإضىػاضدرادظ‬ ‫اضغصلػاألول‬

‫ ػ‬:‫طذصضظػاضدرادظ‬

Hughes 2001: 344)

Yerys, Hepburn, Pennington, &Rogers,(2007
Bühler, Bachmann, Goyert, Heinzel- Gutenbrunner, &
Kamp - Becker.

Le Monda, Holtzer, Goldman,. (2012)

.

2
‫ػطدخلػإضىػاضدرادظ‬ ‫اضغصلػاألول‬

‫أعطغظػاضدرادظ‪ :‬ػ‬

‫أعدافػاضدرادظ‪:‬ػ ػ‬

‫طصطضحاتػاضدرادظػواضتطرغغاتػاإلجرائغظػضؼا‪ :‬ػ‬

‫‪Autistic Disorder‬‬

‫‪،)DSM- IV‬‬

‫‪3‬‬
‫ػطدخلػإضىػاضدرادظ‬ ‫اضغصلػاألول‬

Executive Functions

(Dawson & Guare, 2010: 77)

Inhibit -1

Initiate -2

Shift -3

Plan -4
Working Memory -5

Organization -6

4
‫ػطدخلػإضىػاضدرادظ‬ ‫اضغصلػاألول‬

Monitor -7

Communication Skills

-1

-2

-3

-4

-5

:Training Program

5
‫ػطدخلػإضىػاضدرادظ‬ ‫اضغصلػاألول‬

‫حدودػاضدرادظ‪:‬ػ ػ‬

‫‪6‬‬
‫ػاإلطارػاضظظريػواضدراداتػاضدابػظ‬ ‫اضغصلػاضثاظي‬

‫الفصل الثاني‬
‫اإلطارُ النظريُّ والدراسات السابقة‬

‫اضطحورػاألول‪:‬ػاضذَّاتَوِغَّظػ‪Autism‬‬

‫‪(Hallahan & Kauffman, 2006:399‬‬

‫‪Stereotyped‬‬

‫‪7‬‬
‫ػاإلطارػاضظظريػواضدراداتػاضدابػظ‬ ‫اضغصلػاضثاظي‬

(Harrison, Ohare, Campbell , Adamson , Neillage , 2006:46)

&.(Autism Society of Canada, 2007:113)

Center of Disease "

Central “CDC”
Developmental Resource (CTCD) International Child

(Autism Society of
America, 2008:120)

( Hallahan & Kauffman,2006: 335

(Hallahan & Kauffman, 2006:25)

‫ػ ػ‬ :‫طغؼومػاضذَّا َتوِغَّظ‬

Individuals with Disabilities

Education (IDEA)

National Autistic Society

8
‫ػاإلطارػاضظظريػواضدراداتػاضدابػظ‬ ‫اضغصلػاضثاظي‬

Social Commu- Social Interaction

Imagination nication

Verbal and non verbal

Sensory Social Interaction Communication
(Bogdashina, 2006 :56 Development

(Dawson& Guare,2010:137& John & Stephen, 2009:56-58)

Autism

9
‫ػاإلطارػاضظظريػواضدراداتػاضدابػظ‬ ‫اضغصلػاضثاظي‬

‫خصائصػاضطرابػاضذَّاتَوِغَّظ‪ :‬ػ‬

‫‪(Smith & Tyler, 2010: 410‬‬

‫‪11‬‬
‫ػاإلطارػاضظظريػواضدراداتػاضدابػظ‬ ‫اضغصلػاضثاظي‬

‫‪Rigidity‬‬

‫)‪Le Monda, Holtzer, Goldman,. (2012‬‬

‫‪11‬‬
‫ػاإلطارػاضظظريػواضدراداتػاضدابػظ‬ ‫اضغصلػاضثاظي‬

‫‪Smith & Tyler, 2010:396‬‬

‫‪‬‬
‫‪‬‬

‫‪‬‬
‫‪‬‬
‫‪‬‬

‫‪12‬‬
‫ػاإلطارػاضظظريػواضدراداتػاضدابػظ‬ ‫اضغصلػاضثاظي‬


Sensory overload


Sensory Integration

Turkjngton , 2007:141,

Scott & Turner, 2000 :27

13
‫ػاإلطارػاضظظريػواضدراداتػاضدابػظ‬ ‫اضغصلػاضثاظي‬

‫‪Erickson‬‬

‫‪Eye contact‬‬

‫)‪(Weiss & Ames, 2013: 29; Haiduc, 2009:28‬‬

‫اضظظرغاتػاضطُغدؼرةػضضذاتوغظ‪ :‬ػ‬

‫‪Cognitive Theories‬‬

‫‪14‬‬
‫ػاإلطارػاضظظريػواضدراداتػاضدابػظ‬ ‫اضغصلػاضثاظي‬

(Crooke, Hendrix, & Rachman, Neuropsychology

2008:581)

Mental Prossing

Central Coherence
Executive Dysfunction

Takagishi, Kameshima, Schug, Koizumi, &

Yamagishi, 2010: 130)

2007

Hallahan &Kauffman 2006

Hallahan &Kauffman,
2006: 69

15
‫ػاإلطارػاضظظريػواضدراداتػاضدابػظ‬ ‫اضغصلػاضثاظي‬

Anne (2010)

Danva face
(Nowicki and Corton 2001)

(Korkman., 2007)

Kauffman& Hallahan(2006:59)

16
‫ػاإلطارػاضظظريػواضدراداتػاضدابػظ‬ ‫اضغصلػاضثاظي‬

Kauffman& Hallahan (2006:62)

Yerys,etal. (2007)

Bühler, Bachmann, Goyert, (2011)

Heinzel-Gutenbrunner, & Kamp-Becker,

Pellicano (2010)

17
‫ػاإلطارػاضظظريػواضدراداتػاضدابػظ‬ ‫اضغصلػاضثاظي‬

‫أدبابػاضطرابػاضذَّاتَوِغَّظ‪ :‬ػ‬

‫‪18‬‬
‫ػاإلطارػاضظظريػواضدراداتػاضدابػظ‬ ‫اضغصلػاضثاظي‬

‫)‪(Benedetto, 2013: 1‬‬

‫)‪(X‬‬

‫‪19‬‬
‫ػاإلطارػاضظظريػواضدراداتػاضدابػظ‬ ‫اضغصلػاضثاظي‬

‫‪Kanner‬‬

‫‪Kanner‬‬

‫‪21‬‬
‫ػاإلطارػاضظظريػواضدراداتػاضدابػظ‬ ‫اضغصلػاضثاظي‬

‫تذخغصػأرراضػاضطرابػاضذَّا َتوِغَّظ‪ :‬ػ‬

‫‪Qualitative Impairment‬‬

‫‪‬‬

‫‪‬‬
‫‪‬‬

‫‪‬‬
‫)‪(Rodman, 2013: 218‬‬

‫‪21‬‬
‫ػاإلطارػاضظظريػواضدراداتػاضدابػظ‬ ‫اضغصلػاضثاظي‬

Qualitative Communication
Impairment



(Positive Partnerships, 2012, 4)







Retts Disorder
Childhood Disintegrative Disorder
(Rodman, 2013: 218)

22
‫ػاإلطارػاضظظريػواضدراداتػاضدابػظ‬ ‫اضغصلػاضثاظي‬

‫)‪.(Positive Partnerships, 2012, 4‬‬

‫‪‬‬

‫‪‬‬

‫‪‬‬

‫‪‬‬

‫‪‬‬

‫‪‬‬

‫‪23‬‬
‫ػاإلطارػاضظظريػواضدراداتػاضدابػظ‬ ‫اضغصلػاضثاظي‬

(PDD NOS Atypical –

Autism- Pervasive developmental disorder not other wise specified)

Asperger syndrome

Childhood
Disintegrative Disorder

24
‫ػاإلطارػاضظظريػواضدراداتػاضدابػظ‬ ‫اضغصلػاضثاظي‬

‫‪:‬‬ ‫اضطحورػاضثاظي‪:‬ػاضوظائفػاضتظغغذغظػ‬

‫تطؼغد‪ :‬ػ‬

‫‪prefrontal lobes‬‬

‫‪Chan,‬‬
‫)‪Cheung, Han, Size, Leung, Man& To, (2009‬‬

‫‪25‬‬
‫ػاإلطارػاضظظريػواضدراداتػاضدابػظ‬ ‫اضغصلػاضثاظي‬

‫‪inner speech‬‬

‫تطرغفػاضوظائفػاضتظغغذغظ‪:‬ػ ػ‬

‫‪26‬‬
‫ػاإلطارػاضظظريػواضدراداتػاضدابػظ‬ ‫اضغصلػاضثاظي‬

(Denckla, 2007, 5-8)

Denckla, 2007:10

Janusz 2007:303









(Jurado & Rosselli, 2007, 13-33)

(Singer , 2007: 275

27
‫ػاإلطارػاضظظريػواضدراداتػاضدابػظ‬ ‫اضغصلػاضثاظي‬

‫‪Anderson,2008:43‬‬

‫)‪(Dawson & Guare ,2010:44‬‬

‫‪28‬‬
‫ػاإلطارػاضظظريػواضدراداتػاضدابػظ‬ ‫اضغصلػاضثاظي‬

‫)‪(Traverso &Carmen, 2015:77‬‬

‫أعطغظػاضوظائفػاضتظغغذغظ‪:‬‬

‫‪-‬‬
‫‪-‬‬
‫‪-‬‬
‫‪-‬‬
‫‪-‬‬
‫‪-‬‬
‫‪-‬‬
‫‪-‬‬
‫‪-‬‬
‫‪-‬‬

‫‪29‬‬
‫ػاإلطارػاضظظريػواضدراداتػاضدابػظ‬ ‫اضغصلػاضثاظي‬

‫‪-‬‬

‫& ‪Robinson, Goddard, Dritschel, Wisley,‬‬

‫)‪Howlin, (2009‬‬

‫األداسػاضتذرغحيػضضوظائفػاضتظغغذغظ‪ :‬ػ‬

‫‪frontal – subcortical circuits‬‬

‫‪31‬‬
‫ػاإلطارػاضظظريػواضدراداتػاضدابػظ‬ ‫اضغصلػاضثاظي‬

Dorsolateral ventrolateral
.superior inferior (lateral)
superior inferior medical
Cingulate gyrus

Frontal
Dorsolateral prefrontal cortex lobe syndrome

Programmed motor action

Mental control
Medial frontal cortex
Psychomotor retardation

31
‫ػاإلطارػاضظظريػواضدراداتػاضدابػظ‬ ‫اضغصلػاضثاظي‬

‫)‪.(Brogers.2014‬‬

‫ػ‬

‫اضظظرغاتػاضطُغدؼرةػضضوظائفػاضتظغغذغظػرضىػأداسػرصبيػتذرغحي‪ :‬ػ‬
‫)‪(Halstead ,1947‬‬

‫‪-‬‬
‫‪-‬‬

‫‪-‬‬

‫‪32‬‬
‫ػاإلطارػاضظظريػواضدراداتػاضدابػظ‬ ‫اضغصلػاضثاظي‬

‫)‪(Pribram, 1960 :1967‬‬

‫)‪(Luria ,1973‬‬

‫‪-‬‬

‫‪-‬‬

‫‪-‬‬

‫)‪(Shallice, 1978:1982‬‬

‫‪33‬‬
‫ػاإلطارػاضظظريػواضدراداتػاضدابػظ‬ ‫اضغصلػاضثاظي‬

(Denekla , 1996)

.(Stuss & Alexander, 2000:290)

Chan, Cheung, Han, Size, Leung, Man& To,
(2009)

Hong Kong List Learning Test

. Object
Recognition Test

34
‫ػاإلطارػاضظظريػواضدراداتػاضدابػظ‬ ‫اضغصلػاضثاظي‬

‫اضظطاذجػاضططاصرةػاضتيػتربطػبغنػاضوظائفػاضتظغغذغظػواضضعظ‪ :‬ػ‬

‫‪Neuropsychological model of executive‬‬

‫‪:functions‬‬

‫)‪(speech‬‬

‫‪Barkely,2001:105‬‬

‫‪Working memory Model‬‬

‫)‪(Baddeley & Hitch 1974‬‬

‫‪‬‬

‫‪35‬‬
‫ػاإلطارػاضظظريػواضدراداتػاضدابػظ‬ ‫اضغصلػاضثاظي‬

:cognitive complexity and control Theory

(Zelazo & Frye ,1998)

(Zelazo ,Frye & Rapus,1998:122)

(Muller,
Jacques, Brocki & Zelazo ,2009)

Michelle

(Müller,
Jacques, Brocki & Zelazo, 2009: 57)

36
‫ػاإلطارػاضظظريػواضدراداتػاضدابػظ‬ ‫اضغصلػاضثاظي‬

‫)‪Happe (1999‬‬

‫‪Spoken‬‬ ‫‪Written‬‬

‫‪Ezrin‬‬

‫)‪(Hughes , 2001:311‬‬

‫‪37‬‬
‫ػاإلطارػاضظظريػواضدراداتػاضدابػظ‬ ‫اضغصلػاضثاظي‬

‫طصوظاتػاضوظائفػاضتظغغذغظ‪ :‬ػ‬

‫)‪(Dawson and Guare, 2010‬‬

‫‪Response inhibition‬‬

‫)‪.(Altemeier, Abbott & Berninger, 2008:228‬‬

‫‪38‬‬
‫ػاإلطارػاضظظريػواضدراداتػاضدابػظ‬ ‫اضغصلػاضثاظي‬

‫‪Barkley ,2001, 5‬‬

‫‪2008‬‬

‫‪executive functions‬‬

‫‪39‬‬
‫ػاإلطارػاضظظريػواضدراداتػاضدابػظ‬ ‫اضغصلػاضثاظي‬

pretend play

initiation

(Scott, 2000, 20)

Cognitive flexibility shiftin

attention shifting
(Ozonoff & Schetter ,2007:134)

Hanbury, 2008:55

41
‫ػاإلطارػاضظظريػواضدراداتػاضدابػظ‬ ‫اضغصلػاضثاظي‬

(Hill,2004:199)

Working Memory

Hitch
verbal short term
visual short
term
Sehnieder

41
‫ػاإلطارػاضظظريػواضدراداتػاضدابػظ‬ ‫اضغصلػاضثاظي‬

‫)‪Hala, Rasmussen, & Henderson (2006‬‬

‫‪42‬‬
‫ػاإلطارػاضظظريػواضدراداتػاضدابػظ‬ ‫اضغصلػاضثاظي‬

‫‪Planning‬‬

‫)‪Happé (2006‬‬

‫)‪Barnard (2008‬‬

‫‪43‬‬
‫ػاإلطارػاضظظريػواضدراداتػاضدابػظ‬ ‫اضغصلػاضثاظي‬

Monitoring

( Gathercole, Alloway, Kirkwood, Elliott, Holmes, & Hilton, .2008:214)

Traverso, & Carmen 2015

Inhibitory

:Materials organization

(Gathercolem, etal: 214 & Gioia,

Isquith, Guy, & Kenworthy, 2000: 223)

Hall (2008)

44
‫ػاإلطارػاضظظريػواضدراداتػاضدابػظ‬ ‫اضغصلػاضثاظي‬

‫تطرغفػاضطرابػاضوظائفػاضتظغغذغظػ‪ :Executive Functions Disordered‬ػ‬

‫)‪Barkley, 2001: 11‬‬

‫)‪(Gioia, et al, 2000:135‬‬

‫‪‬‬
‫‪‬‬

‫‪‬‬

‫‪‬‬

‫‪‬‬

‫‪‬‬

‫‪‬‬

‫‪45‬‬
‫ػاإلطارػاضظظريػواضدراداتػاضدابػظ‬ ‫اضغصلػاضثاظي‬

(Green, Mihic, Nikkel, Stade,

Rasmussen, Munoz & Reynolds, 2009:688).

‫ ػ‬:‫طذصالتػشغاسػاضوظائفػاضتظغغذغظ‬

Crawford , 1998: 209

Stuss & Alexander, 2000: 289

Wisconsin Card Sorting 

The complex Figure 

Letter – Number sequencing 

46
‫ػاإلطارػاضظظريػواضدراداتػاضدابػظ‬ ‫اضغصلػاضثاظي‬

Spatial Tower of London 

Inhibition of Rule Learning Planning
Implusive Responding
Organization MazeTest 
Monitoring Abilities
Digit Span Backwards 
Self Ordered Pointing Task (SOPT) 

Shape School 
Delis – Kaplan Executive Functions System 

problem – Solving and 

Survey of Educational Skills (SPES)

(Meltzer , 2007: 92-93).

(Sullivan & Behavior Rating Scales 
Riccio, 2006: 495)

BRIEF Ecological Validity

Self-Rating

:‫رالجػاضطراباتػاضوظائفػاضتظغغذغظػ‬

Maricle, & Avirett, 2012:56)

47
‫ػاإلطارػاضظظريػواضدراداتػاضدابػظ‬ ‫اضغصلػاضثاظي‬

‫‪-‬‬

‫‪-‬‬

‫‪-‬‬

‫‪-‬‬

‫‪-‬‬

‫‪48‬‬
‫ػاإلطارػاضظظريػواضدراداتػاضدابػظ‬ ‫اضغصلػاضثاظي‬

‫اضطحورػاضثاضث‪:‬ػاضتواصلػ‪:Concept Communication‬‬

‫)‪(common‬‬ ‫)‪(communis‬‬ ‫)‪(communication‬‬

‫تطرغفػاضتواصل‪:‬‬

‫اضطراباتػاضتواصلػرظدػاضذَّاتَوِغؼغن‪:‬ػ ػ‬

‫‪Non Verbal Communication‬‬

‫)‪(Scott & Turner. 2000: 15‬‬

‫‪Guestures‬‬ ‫‪Facial expression‬‬

‫‪49‬‬
‫ػاإلطارػاضظظريػواضدراداتػاضدابػظ‬ ‫اضغصلػاضثاظي‬

Body language touch eye gaze

joint attention

Responding to Joint Attention(RJA) -

Initiating Joint Attention (IJA) -

51
‫ػاإلطارػاضظظريػواضدراداتػاضدابػظ‬ ‫اضغصلػاضثاظي‬

Eye contact

Facial Cues

:Use of Gesture

Body Language

(Scott, & Turner. 2000:62)

51
‫ػاإلطارػاضظظريػواضدراداتػاضدابػظ‬ ‫اضغصلػاضثاظي‬

‫‪2003‬‬

‫‪Verbal communication‬‬

‫اضطراباتػاضتواصلػاضضغظيػضَدَىػاضذَّاتَوِغؼغن‪ :‬ػ‬

‫‪Echolalia‬‬

‫‪loss of language‬‬

‫‪‬‬

‫‪‬‬

‫‪seung, 2007:225‬‬

‫‪52‬‬
‫ػاإلطارػاضظظريػواضدراداتػاضدابػظ‬ ‫اضغصلػاضثاظي‬

Pronoun Reversal

Metaphorical Language

literal Meaning

conversational skill

53
‫ػاإلطارػاضظظريػواضدراداتػاضدابػظ‬ ‫اضغصلػاضثاظي‬

:Syntax & Morphology

(Cohen.Donald, 2005: 205)

(Pendleton, 2005)

Lopes-Herrera & Almeida ,2008 :156

Communicative Skill Verbal
The Mean Length of trategies (VCS)
Utterance (MLU)

54
‫ػاإلطارػاضظظريػواضدراداتػاضدابػظ‬ ‫اضغصلػاضثاظي‬

‫‪TEACCH‬‬

‫‪55‬‬
‫ػاإلطارػاضظظريػواضدراداتػاضدابػظ‬ ‫اضغصلػاضثاظي‬

Schopler

Nuernberger, Ringdahl, Vargo,

Crumpecker, Gunnarsson, (2013)

Megen

56
‫ػاإلطارػاضظظريػواضدراداتػاضدابػظ‬ ‫اضغصلػاضثاظي‬

‫اضطحورػاضرابع‪:‬ػسروضػاضدرادظ‪:‬ػ‬

‫‪57‬‬
‫ػطظؼجػاضدرادظػوإجراءاتؼا‬ ‫اضغصلػاضثاضث‬

‫الفصل الثالث‬
‫منهج الدراسة وإجراءاتها‬
‫تطؼغد‪ :‬ػ‬

‫طظؼجػاضدرادظ‪:‬ػ ػ‬

‫رغؼظظػاضدرادظ‪ :‬ػ‬

‫‪-‬‬

‫‪-‬‬

‫‪-‬‬

‫‪58‬‬
‫ػطظؼجػاضدرادظػوإجراءاتؼا‬ ‫اضغصلػاضثاضث‬

‫‪-‬‬

‫‪-‬‬
‫‪-‬‬

‫جدولػرشمػ(‪ )1‬ػ‬
‫دالضظػاضغروقػبغنػطتودطاتػرتبػدرجاتػأطغالػاضطجطورظػاضتجرغبغظػطنػحغثػاضططرػ‬
‫اضزطظيػودرجظػاضذَّاتَوِغَّظػبادتخدامػاختبارػصا‪;2‬ػحغثػنػ<ػ‪ 8‬ػ‬

‫‪59‬‬
‫ػطظؼجػاضدرادظػوإجراءاتؼا‬ ‫اضغصلػاضثاضث‬

‫جدولػرشمػ(‪ )2‬ػ‬
‫دالضظػاضغروقػبغنػطتودطاتػرتبػدرجاتػأطغالػاضطجطورظػاضتجرغبغظػرضىػطػاغغسػ ػ‬
‫اضوظائفػاضتظغغذغظػواضتواصلػاضضغظيػوزغرػاضضغظيػ ػ‬

‫أدواتػاضدرادظ‪ :‬ػ‬

‫‪‬‬

‫‪-‬‬
‫‪-‬‬
‫‪-‬‬

‫‪61‬‬
‫ػطظؼجػاضدرادظػوإجراءاتؼا‬ ‫اضغصلػاضثاضث‬

‫‪-‬‬

‫‪,‬‬

‫‪‬‬

‫‪‬‬
‫‪Internal consistency‬‬ ‫‪‬‬

‫‪‬‬

‫)‬

‫‪-‬‬

‫‪61‬‬
‫ػطظؼجػاضدرادظػوإجراءاتؼا‬ ‫اضغصلػاضثاضث‬


Yerys, Hepburn, Pennington, & Rogers, (2007)
Bühler, Bachmann, Goyert, Heinzel- Gutenbrunner, & (2011)
(LeMonda, Holtzer, Goldman,. (2012) Kamp-Becker

Gioia , Isquith, Guy, Kenworthy, (2000)

Executive Functions

62
‫ػطظؼجػاضدرادظػوإجراءاتؼا‬ ‫اضغصلػاضثاضث‬

Inhibit

Initiate

Shift

Plan

Working Memory

Organization

Monitor

63
‫ػطظؼجػاضدرادظػوإجراءاتؼا‬ ‫اضغصلػاضثاضث‬

‫‪-1‬‬

‫‪-1-1‬‬
‫‪-2-1‬‬
‫‪-3-1‬‬
‫‪-4-1‬‬
‫‪-2‬‬

‫‪-3‬‬
‫‪-4‬‬

‫‪64‬‬
‫ػطظؼجػاضدرادظػوإجراءاتؼا‬ ‫اضغصلػاضثاضث‬

‫جدولػرشمػ(‪ )3‬ػ‬
‫غوضحػبطضػاضبظودػاضتيػحُذستػبطدػإجراءػاضتحصغم ػ‬

‫جدولػرشمػ(‪ )4‬ػ‬
‫شغَمػطُطاطِالتػصدقػطػغاسػاضوظائفػاضتظغغذغظػسيػاألبطادػاضطختضغظ ػ‬

‫‪65‬‬
‫ػطظؼجػاضدرادظػوإجراءاتؼا‬ ‫اضغصلػاضثاضث‬

‫)‪(Pearson‬‬

‫جدولػرشمػ(‪ )5‬ػ‬
‫شغمػططاطالتػثباتػطػغاسػاضوظائفػاضتظغغذغظػسيػاألبطادػاضطختضغظ ػ‬

‫‪66‬‬
‫ػطظؼجػاضدرادظػوإجراءاتؼا‬ ‫اضغصلػاضثاضث‬

‫جدولػرشمػ(‪ )6‬ػ‬
‫شغمػططاطالتػثباتػطػغاسػاضوظائفػاضتظغغذغظػسيػاألبطادػاضطختضغظ ػ‬

‫‪67‬‬
‫ػطظؼجػاضدرادظػوإجراءاتؼا‬ ‫اضغصلػاضثاضث‬

The Childhood Autism CARS

Autism Behavior Analysis ABA
)

Communication Skills

68
‫ػطظؼجػاضدرادظػوإجراءاتؼا‬ ‫اضغصلػاضثاضث‬

The CARS
Autism Behavior Analysis ABA Childhood Autism
)

69
‫ػطظؼجػاضدرادظػوإجراءاتؼا‬ ‫اضغصلػاضثاضث‬

‫جدولػرشمػ(‪)7‬ػ ػ‬
‫شغَمػطُطاطالتػاضصدقػاضتالزطيػضطػغاسػاضتواصلػاضضغظيػوزغرػاضضغظيػضألطغالػاضذَّاتَوِغؼغن ػ‬

‫‪,‬‬
‫‪,‬‬

‫جدولػرشمػ(‪ )8‬ػ‬
‫شغمػططاطالتػاضثباتػضطػغاسػاضتواصلػاضضغظيػوزغرػاضضغظيػضألطغال ػ‬
‫اضذَّاتَوِغؼغنػبطرغػظػإرادةػاضتطبغق ػ‬

‫‪,‬‬

‫‪71‬‬
‫ػطظؼجػاضدرادظػوإجراءاتؼا‬ ‫اضغصلػاضثاضث‬

‫‪-‬‬

‫‪-‬‬
‫‪-‬‬
‫‪‬‬

‫‪-‬‬

‫‪-‬‬
‫‪-‬‬

‫‪71‬‬
‫ػطظؼجػاضدرادظػوإجراءاتؼا‬ ‫اضغصلػاضثاضث‬

‫‪-‬‬

‫‪-‬‬
‫‪-‬‬
‫‪-‬‬

‫‪-‬‬

‫‪-‬‬

‫‪-‬‬

‫‪-‬‬
‫‪-‬‬
‫‪-‬‬

‫‪-‬‬
‫‪-‬‬

‫‪72‬‬
‫ػطظؼجػاضدرادظػوإجراءاتؼا‬ ‫اضغصلػاضثاضث‬

‫‪-‬‬
‫‪-‬‬
‫‪-‬‬
‫‪-‬‬
‫‪-‬‬
‫‪-‬‬

‫‪-‬‬
‫‪-‬‬
‫‪-‬‬
‫‪-‬‬

‫‪-‬‬
‫‪-‬‬
‫‪-‬‬

‫‪-‬‬
‫‪-‬‬

‫‪-‬‬

‫‪-‬‬

‫‪-‬‬
‫‪-‬‬

‫‪-‬‬
‫‪-‬‬

‫‪-‬‬

‫‪73‬‬
‫ػطظؼجػاضدرادظػوإجراءاتؼا‬ ‫اضغصلػاضثاضث‬

‫‪-‬‬
‫‪-‬‬

‫‪-‬‬

‫‪-‬‬
‫‪-‬‬

‫‪-‬‬
‫‪-‬‬

‫‪-‬‬

‫‪-‬‬

‫‪-‬‬
‫‪-‬‬
‫‪-‬‬
‫‪-‬‬
‫‪-‬‬
‫‪-‬‬

‫‪-‬‬

‫‪74‬‬
‫ػطظؼجػاضدرادظػوإجراءاتؼا‬ ‫اضغصلػاضثاضث‬

‫‪-‬‬
‫‪-‬‬
‫‪-‬‬
‫‪-‬‬

‫‪-‬‬

‫‪-‬‬

‫‪-‬‬

‫‪75‬‬
‫ػطظؼجػاضدرادظػوإجراءاتؼا‬ ‫اضغصلػاضثاضث‬

Executive Function

Work memory inhibition response

planning flexibility set-shifting/cognitive
Monitor initiation

76
‫ػطظؼجػاضدرادظػوإجراءاتؼا‬ ‫اضغصلػاضثاضث‬

Reinforcement 

.(Kazidin, A. 1994: 31)

Modeling 

Task analysis 

:Feed back 

77
‫ػطظؼجػاضدرادظػوإجراءاتؼا‬ ‫اضغصلػاضثاضث‬

‫‪-‬‬

‫‪-‬‬

‫‪-‬‬

‫‪-‬‬

‫‪-‬‬

‫‪-‬‬

‫‪-‬‬
‫‪-‬‬
‫‪-‬‬
‫‪-‬‬
‫‪-‬‬
‫‪-‬‬
‫‪-‬‬

‫‪78‬‬
‫ػطظؼجػاضدرادظػوإجراءاتؼا‬ ‫اضغصلػاضثاضث‬

‫جدولػرشمػ(‪ )9‬ػ‬
‫طضخصػاضجضداتػاضتدرغبغظػضضبرظاطجػاضطػترح ػ‬

‫‪79‬‬
‫ػطظؼجػاضدرادظػوإجراءاتؼا‬ ‫اضغصلػاضثاضث‬

‫‪81‬‬
‫ػطظؼجػاضدرادظػوإجراءاتؼا‬ ‫اضغصلػاضثاضث‬

‫‪81‬‬
‫ػطظؼجػاضدرادظػوإجراءاتؼا‬ ‫اضغصلػاضثاضث‬

‫‪82‬‬
‫ػطظؼجػاضدرادظػوإجراءاتؼا‬ ‫اضغصلػاضثاضث‬

‫‪83‬‬
‫ػطظؼجػاضدرادظػوإجراءاتؼا‬ ‫اضغصلػاضثاضث‬

‫‪84‬‬
‫ػطظؼجػاضدرادظػوإجراءاتؼا‬ ‫اضغصلػاضثاضث‬

‫‪85‬‬
‫ػطظؼجػاضدرادظػوإجراءاتؼا‬ ‫اضغصلػاضثاضث‬

‫‪86‬‬
‫ػطظؼجػاضدرادظػوإجراءاتؼا‬ ‫اضغصلػاضثاضث‬

‫‪87‬‬
‫ػطظؼجػاضدرادظػوإجراءاتؼا‬ ‫اضغصلػاضثاضث‬

‫‪88‬‬
‫ػطظؼجػاضدرادظػوإجراءاتؼا‬ ‫اضغصلػاضثاضث‬

‫‪89‬‬
‫ػطظؼجػاضدرادظػوإجراءاتؼا‬ ‫اضغصلػاضثاضث‬

‫‪91‬‬
‫ػطظؼجػاضدرادظػوإجراءاتؼا‬ ‫اضغصلػاضثاضث‬

‫‪91‬‬
‫ػطظؼجػاضدرادظػوإجراءاتؼا‬ ‫اضغصلػاضثاضث‬

‫‪92‬‬
‫ػطظؼجػاضدرادظػوإجراءاتؼا‬ ‫اضغصلػاضثاضث‬

‫األداضغبػاإلحصائغظ‪ :‬ػ‬

‫‪Wilcoxon Test‬‬

‫‪Man Whitney Test‬‬

‫‪93‬‬
‫ػظتائجػاضدرادظػوطظاشذتؼا‬ ‫اضغصلػاضرابع‬

‫الفصل الرابع‬
‫نتائج الدراسة ومناقشتها‬

‫ررضػظتائجػاضغرضػاألول‪:‬‬

‫‪Wilcoxon test‬‬
‫‪Non Parametric‬‬

‫ػ‬

‫‪94‬‬
‫ػظتائجػاضدرادظػوطظاشذتؼا‬ ‫اضغصلػاضرابع‬

‫جدولػرشمػ(‪ )11‬ػ‬
‫اضغروقػبغنػطتودطاتػرتبػدرجاتػاألطغالػاضذَّاتَوِغؼغنػسيػاضػغادغن‪:‬ػ ػ‬
‫اضػبضيػواضبطديػرضىػأبطادػطػغاسػاضوظائفػاضتظغغذغظػودرجتهػاضصضغظػ ػ‬

‫‪Z‬‬

‫‪-‬‬ ‫‪-‬‬ ‫‪-‬‬

‫‪-‬‬

‫‪-‬‬

‫‪-‬‬ ‫‪-‬‬ ‫‪-‬‬

‫‪-‬‬

‫‪-‬‬ ‫‪-‬‬ ‫‪-‬‬

‫‪-‬‬

‫‪-‬‬ ‫‪-‬‬ ‫‪-‬‬

‫‪-‬‬ ‫‪-‬‬ ‫‪-‬‬

‫‪-‬‬ ‫‪-‬‬ ‫‪-‬‬

‫‪-‬‬

‫‪-‬‬ ‫‪-‬‬ ‫‪-‬‬

‫‪-‬‬

‫‪Z‬‬ ‫‪,‬‬ ‫‪Z‬‬

‫‪95‬‬
‫ػظتائجػاضدرادظػوطظاشذتؼا‬ ‫اضغصلػاضرابع‬

‫جدولػرشمػ(‪ )11‬ػ‬
‫ظدبظػاضتحدنػبغنػاضػغادغنػاضػبضيػواضبطديػضضبرظاطجػ ػ‬
‫رضىػأبطادػطػغاسػاضوظائفػاضتظغغذغظ ػ‬

‫‪,‬‬

‫‪,‬‬

‫‪,‬‬

‫‪,‬‬

‫‪96‬‬
‫ػظتائجػاضدرادظػوطظاشذتؼا‬ ‫اضغصلػاضرابع‬

Robinson, Goddard, Dritschel, Wisley, &

Howlin, (2009)

Traverso, & Carmen 2015 Barnard (2008)

97
‫ػظتائجػاضدرادظػوطظاشذتؼا‬ ‫اضغصلػاضرابع‬

‫)‪Hall (2008‬‬

‫)‪Barkley (1997‬‬

‫‪98‬‬
‫ػظتائجػاضدرادظػوطظاشذتؼا‬ ‫اضغصلػاضرابع‬

‫ظتائجػاضغرضػاضثاظيػوطظاشذتؼا‪ :‬ػ‬

‫‪Wilcoxon‬‬
‫‪Non Parametric‬‬ ‫‪test‬‬

‫جدولػرشمػ(‪ )12‬ػ‬
‫اضغروقػبغنػطتودطاتػرتبػدرجاتػاألطغالػاضذَّاتَوِغؼغنػسيػاضػغادغن‪:‬ػاضػبضيػواضبطديػ‬
‫رضىػأبطادػطػغاسػاضتواصلػاضضغظيػوزغرػاضضغظيػودرجتهػاضصضغظ ػ‬

‫‪Z‬‬

‫‪-‬‬ ‫‪-‬‬

‫‪-‬‬ ‫‪-‬‬ ‫‪-‬‬

‫‪-‬‬

‫‪Z‬‬ ‫‪,‬‬ ‫‪Z‬‬

‫‪99‬‬
‫ػظتائجػاضدرادظػوطظاشذتؼا‬ ‫اضغصلػاضرابع‬

‫جدولػرشمػ(‪ )13‬ػ‬
‫ظدبظػاضتحدنػبغنػاضػغادغن‪:‬ػاضػبضيػواضبطديػضضبرظاطجػ ػ‬
‫رضىػأبطادػطػغاسػاضتواصلػاضضغظيػوزغرػاضضغظي ػ‬

‫‪,‬‬

‫‪,‬‬

‫‪Nuernberger et al.‬‬

‫‪Ezrine‬‬ ‫& ‪Ozonoff‬‬ ‫‪Schetter‬‬

‫‪111‬‬
‫ػظتائجػاضدرادظػوطظاشذتؼا‬ ‫اضغصلػاضرابع‬

‫( ‪Nuernberger et al.‬‬

‫‪111‬‬
‫ػظتائجػاضدرادظػوطظاشذتؼا‬ ‫اضغصلػاضرابع‬

‫ظتائجػاضغرضػاضثاضثػوطظاشذتؼا‪:‬‬

‫‪Non Parametric‬‬ ‫‪Wilcoxon test‬‬

‫جدولػرشمػ(‪ )14‬ػ‬
‫اضغروقػبغنػطتودطاتػرتبػدرجاتػأطغالػاضطجطورظػاضتجرغبغظػسيػاضػغادغن‪:‬ػاضبطديػ‬
‫واضتتبطيػرضىػأبطادػطػغاسػاضوظائفػاضتظغغذغظػودرجتهػاضصضغظػ ػ‬

‫‪Z‬‬

‫‪-‬‬ ‫‪-‬‬ ‫‪-‬‬

‫‪-‬‬

‫‪112‬‬
‫ػظتائجػاضدرادظػوطظاشذتؼا‬ ‫اضغصلػاضرابع‬

‫‪Z‬‬

‫‪-‬‬ ‫‪-‬‬ ‫‪-‬‬

‫‪Z‬‬ ‫‪,‬‬ ‫‪Z‬‬

‫‪113‬‬
‫ػظتائجػاضدرادظػوطظاشذتؼا‬ ‫اضغصلػاضرابع‬

‫)‪(Anne, 2010‬‬
‫)‪(Bühler, et al., 2011‬‬

‫)‪(Traverso & Carmen, 2015‬‬

‫‪114‬‬
‫ػظتائجػاضدرادظػوطظاشذتؼا‬ ‫اضغصلػاضرابع‬

‫‪NonParametric‬‬ ‫‪Wilcoxon test‬‬

‫جدولػرشمػ(‪ )15‬ػ‬
‫اضغروقػبغنػطتودطاتػرتبػدرجاتػاألطغالػاضذَّاتَوِغؼغنػسيػاضػغادغن‪:‬ػاضبطديػواضتتبطي‪،‬ػ‬
‫رضىػأبطادػطػغاسػاضتواصلػاضضغظيػوزغرػاضضغظيػودرجتهػاضصضغظ ػ‬

‫‪Z‬‬

‫‪-‬‬

‫‪-‬‬ ‫‪-‬‬ ‫‪-‬‬

‫‪Z‬‬ ‫‪,‬‬ ‫‪Z‬‬

‫‪Joint Attention‬‬

‫‪115‬‬
‫ػظتائجػاضدرادظػوطظاشذتؼا‬ ‫اضغصلػاضرابع‬

(Dawson et al., 2010; Hughes, 2001; Yerys

et al., 2007)

Nuernberger, Ringdahl, Vargo, Crumpecker, Gunnarsson, (2013)

Megen

‫ ػ‬:‫طضخصػظتائجػاضدرادظ‬

116
‫ػظتائجػاضدرادظػوطظاشذتؼا‬ ‫اضغصلػاضرابع‬

‫توصغاتػاضدرادظ‪:‬ػ ػ‬

‫‪117‬‬
‫ػظتائجػاضدرادظػوطظاشذتؼا‬ ‫اضغصلػاضرابع‬

‫بحوثػطػترحظ‪ :‬ػ‬

‫‪-1‬‬

‫‪-2‬‬

‫‪-3‬‬

‫‪118‬‬
‫شائطظػاضطراجع‬

‫قائنة املراجع‬

‫أوالً‪:‬ػاضطراجعػاضطربغظ ػ‬

‫‪119‬‬
‫شائطظػاضطراجع‬

‫الجبلى (سوسن)‪ .)2115( .‬التوحذ الطفولى (أسبابه – خصائصه – تشخيصه – عالجه‬

‫دمشق‪ ،‬سوريا‪ ،‬مؤسسة عالء الذين للطباعة والتوزيع‪.‬‬
‫الصمادي‬

‫‪111‬‬
‫شائطظػاضطراجع‬

‫‪111‬‬
‫شائطظػاضطراجع‬

‫‪112‬‬
‫شائطظػاضطراجع‬

‫‪.‬‬

‫‪113‬‬
‫شائطظػاضطراجع‬

‫ػ‬

‫ػاضطراجعػاألجظبغظ ػ‬:ً‫ثاظغا‬
Altemeier, L; Abbott, R & Berninger,V. (2008). Executive
functions for reading and writing in typical literacy Development
and dyslexia. Journal of Clinical and Experimental Neuro
psychology, 39(1), 228-235.
Anderson, p. J. (2008). Towards a developmental model of
Executive function. In. Anderson, V., Jacobs, R., & Anderson, J.
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Anne Blinkoff, "Theory of mind, social communication, and
executive functioning in children with autism spectrum disorders"
(January 1, 2010). ETD Collection for Pace University. Paper
AAI3435611.http://digitalcommons.pace.edu/dissertations/AAI343
5611
Autism Society of America. (2008). Retrieved January 23, 2008,
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Autism Society of Canada (2007).Retrieved May 15, 2007, from
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Barkley, R., (2001). The executive functions and self-regulation:
An evolutionary neuropsychological perspective. Neuropsychology
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Benedetto D, et al.( 2013) Cognitive therapy of personality
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Bogdashina Olga. (2006). Theory of Mind and the Triad of
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Brogers. (2014). executive-functioning-coaching-academic-
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Bühler, E., Bachmann, C., Goyert, H., Heinzel-Gutenbrunner, M.,

& Kamp-Becker, I. (2011). Differential Diagnosis of Autism
Spectrum Disorder and Attention Deficit Hyperactivity Disorder by
Means of Inhibitory Control and 'Theory of Mind'. Journal Of
Autism & Developmental Disorders, 41, 1718-1726.
Chan, S. A., Cheung, M., Han, Y., Size, S., Leung, W., Man, H. &
To, C. (2009) Executive function deficits and neural discordance in
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Crawford, J. (1998).Introduction To Assessment of Attention and
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Crooke, P., Hendrix, R., & Rachman, J. (2008). Brief report:
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Dawson, P. and Guere, R. (2010). Executive Skills in Children and
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Denckla, M. B. (2007). Executive function. Binding together the
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Gathercole, S. E., Alloway, T. P., Kirkwood, H. J., Elliott, J. G.,
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function behaviours of children with poor working memory.
Learning and Individual Differences, 18, 214-223.
Gioia, A,. Isquith, K,. Guy, C. & Kenworthy, L. (2000). Behavior
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Green, C; Mihic, A; Nikkel; S; Stade, B; Rasmussen, C; Munoz, D
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Fetal Alcohol Spectrum Disorders (FASD) measured using the
Cambridge Neuropsychological Tests Automated Battery
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Ezrine G. (2010). Effects of Language on the Development of

Executive Functions in Preschool Children. Georgia state
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Haiduc L., (2009). SCHOOL INTEGRATION OF CHILDREN
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Hala. S., Rasmussen. C., & Henderson. A. M. (2006). Three Types
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Hallahan, D. & Kauffman, J. (2006). Exceptional learners:
Introduction to special education, 10th edition. Boston: Allyn &
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Hanbury, m. (2008). The relationship between parent perceived
executive functioning and reading comprehension in the absence of
attention deficit hyperactivity disorder. Of Doctor of psychology,
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Happe, F. (2006) Autism: cognitive deficit or cognitive style?
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Harrison M., Ohare A., Campbell H., Adamson A., Neillage J.
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Hill, E. (2004). Evaluating the theory of executive dysfunction in
autism. Developmental Review, 24, 189-233.
Hughes, (2001). Executive dysfunction in autism: Its nature and
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P.R. (Eds) the development of autism : Perspectives from theory
and research. Mahwah, NJ: Lawrence Erlbaum Associates.
Janusz, J., A., (2007). Psy.D., ABP-Cn-Independent practice,
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John &Stephen. (2009). Autism: The Diagnosis, Treatment, &
Etiology Of The Undeniable Epidemic 1st Edition. New York.

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Jurado MB, Rosselli M (2007). The elusive nature of executive

functions. A review of our current understanding. Neuropsychol
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Koyama, Tachimori, Osada,. (2007). Cognitive and symptom
profiles in Asperger’s syndrome and high-functioning autism.
Journal compilation. Folia Publishing Society.
LeMonda. B., Holtzer. R., Goldman, S. (2012). Relationship
between executive functions and motor stereotypes in children with
Autistic Disorder. Research in Autism Spectrum Disorders 6,
1099–1106.
Lopes-Herrera SA & Almeida MA. (2008). the use of verbal
communicative abilities to increase the mean length of utterance in
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Maricle, D., & Avirett, E. (2012). The role of cognitive and
intelligence tests in the assessment of executive functions. In
Flanagan, D. P., & Harrison, P. L. (December, 2011) Contemporary
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Maricle, D; Bauman, W & Avirett E. (2010). Best practices in the
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(Ed.).Best practices in school neuropsychology: Guidelines for
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New York: John Wiley & Sons.
Michelle M. (2006): The Development of Language Context Use:
The Role of Executive Functions, Doctor of Philosophy,
Psychology, in the University of Michigan.
Meltzer, L. (2007). Executive Function in Education. The Guilford
Press, New York, London.
Mosconi. M. W., Kay. M, D’Cruz. A. M., Seidenfeld. A., Guter. S.
Stanford. L.D., & Sweeney. J. A. (2009). Impaired inhibitory
control is associated with higher-order repetitive behaviors in
autism spectrum disorders. Psychological Medicine, 1 - 8.
Müller, U., Jacques, S., Brocki, K., & Zelazo, P. D. (2009). The
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executive functioning, and the development of verbal

selfregulation(pp. 53-68). New York: Cambridge University Press.
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411–417.
Ozonoff &Miller, (1995).Reliability and validity of the wisconsin
Card Sorting Test in autism. Neuropsychology, 4, 491
Ozonoff, S. & Schetter, P. (2007). Executive Dysfunction in
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Function in Education: Research to Practice. New York: The
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Pellicano, E. (2010). Individual differences in executive function
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mind in autism. Developmental Psychology, 46, 530-544.
Positive Partnerships. (2012). Positive Partnerships program
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families, carers and the greater community through autism
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(2009). Executive functions in children with autism spectrum
disorders. Brain and Cognition, 71, 362-368.
Rodman, J. (2009). Efficacy of brief quantitative measures of play
for screening for Autism Spectrum Disorders. Unpublished doctoral
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Rodman, L. (2013). Efficacy of brief quantilative measures of play
Screening for autism disorders. Psychological Research, 63, 218.
Scott, E., & Turner, M. (2000). Student with autism. Characteristics
and instructional programming for special educations California.
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Singer, B.D. & Bashir, A.S. (2007). What are executive functions
and self-regulation and what do they have to do with language
learning disorders? Language, Speech and Hearing Services in
Schools, 30, pp256-273.

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Smith, D., Robb, S. M., West, J., & Tyler, N. C. (2010). The
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Stuss, D. T., & Alexander, M. P. (2000). Executive functions and
the frontal lobes: A conceptual view. Psychological Research, 63,
289-298.
Sullivan, J & Riccio, A. (2006). An empirical analysis of the BASC
frontal lobe/executive control scale with a clinical sample. Archives
of clinical Neuropsychology, 21, 495-501.
Takagishi, H. Kameshima, S. Schug, J, Koizumi, M. & Yamagishi,
T. (2010). Theory of mind enhances preference for fairness. Journal
of Experimental Child Psychology, 105, 130-137.
Traverso, L., & Carmen. U., (2015).Improving executive function
in childhood: evaluation of a training intervention for 5-year-old
children. http://dx.doi.org/10.3389/fpsyg.2015.00525
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autism spectrum disorders. New York: Facts on File.
Weiss, L., & Ames, E. (2013).Cognitive Behaviors Therapy for a
Child with Autism Spectrum Disorder and Verbal Impairment: A
Case Stud. Journal on Developmental Disabilities. V.19. N.11.
Yerys, B. E., Hepburn, S.L., Pennington, B.F & Rogers, S.J.
(2007). Executive function in preschoolers with autism: evidence
Consistent with a secondary deficit. Journal of Autism and
Developmental Disorders, 37, 1068-1079.
Zelazo, P., & Frye, D. (1998). Cognitive Complexity and Control:
The Development of Executive Function in Childhood. Current
Directions In Psychological Science, 7, 121-126.

119
‫قائمة األسماء والمصطلحات‬

‫قائمة األمساء واملصطلحات‬

‫أوالً‪ :‬قائمة األسماء‬

‫‪021‬‬
‫قائمة األسماء والمصطلحات‬

‫‪020‬‬
‫قائمة األسماء والمصطلحات‬

Name p
(A)
Altemeier, L; Abbott, R &Berninger,V 38
Anderson 28
Anne Blinkoff 2,16
Autism Society of America 8
Autism Society of Canada 8

022
‫قائمة األسماء والمصطلحات‬

)B(
Barkley 39,45,98
Barnard 43
Baddeley &Hitch 35
Benedetto D 9
Bogdashina Olga 9
Brogers 32
Bühler, E., Bachmann, C., Goyert, H., 2,17,62
Heinzel-Gutenbrunner, M., & Kamp-Becker
)c(
Chan, S. A., Cheung, M., Han, Y., Size, S., 25,34
Leung, W., Man, H.
Cohen.Donald 54
Crawford 46
Crooke, P., Hendrix, R., &Rachman, J. 15
)D(
Dawson, P. and Guere, R. 4,9,28,38,106

Denckla, M. B. 27
)E(
Ezrine G. 100
)G(
Gathercole, S. E. , Alloway, T. P., Kirkwood,
H. J., Elliott, J. G., Holmes, J., & Hilton, K. 44
A.
Gioia, A,.Isquith, K,. Guy, C. &Kenworthy,
44,45,62
L.
Green,Mihic,Nikkel,Stade,Rasmussen, Munoz
46
& Reynolds
)H(
Haiduc L. 14
Hala. S., Rasmussen. C.,& Henderson 42
Hallahan, D. & Kauffman, J. 7,8,15,16,17
Hanbury, m. 40
Happe, F. 37
Harrison M., OhareA., CampbellH., Adamson
8
A., Neillage J.
Heward, w. &Orlansky 41
Hill, E. 41
Hitch 35,41
Hughes 2,37,106

021
‫قائمة األسماء والمصطلحات‬

)J(
Janusz 27
John &Stephen 9
Jurado MB, Rosselli M 27
)K(
Kazidin 77
)L(
LeMonda. B., Holtzer. R., Goldman, S. 62
Lopes-Herrera SA & Almeida MA 54
)M(
Maricle, D.,&Avirett, E. 47
Maricle,Bauman&Airett 36
MichelleM. 36
Meltzer,L 57
Müller, U., Jacques, S., Brocki, K., &Zelazo, 36
P. D.
)N(
Nuernberger, J. E., Ringdahl, J.E., Vargo, K. 56,100,101,106
K.,.Crumpecker, A. C., Gunnarsson, K. F.
)O(
Ozonoff&Miller 1,40
)P(
Pellicano, E. 17
Pendleton 54
Positive Partnerships 22,23
)R(
Robinson, S., Goddard, L., Dritschel, B., 30,97
Wisley, M. &Howlin, P.
Rodman, J. 21,22
)S(
Seung 52
Scott, E., &Turner, M. 13,40,49,51
Schopler 56
Singer, B.D. & Bashir, A.S. 27
Smith, D., Robb, S. M., West, J., & Tyler, N. 10,12
C.
Sullivan& Riccio 47
Stuss, D. T., & Alexander, M. P. 34,46
)T(
Takagishi, H. Kameshima, S. Schug, J, 15
Koizumi, M. &Yamagishi, T.

021
‫قائمة األسماء والمصطلحات‬

Traverso, L., &Carmen.U. 29,44,97,104

)W(
Weiss,L.,& Ames, E. 14
Wilcoxon 93,94,99,102,105
)Y(
Yerys, B. E., Hepburn, S.L., Pennington, B.F
2,17,62,106
& Rogers, S.J.
)Z(
Zelazo, P., & Frye, D. 36

021
‫قائمة األسماء والمصطلحات‬

‫ثانياً‪ :‬قائمة المصطلحات‬

‫‪021‬‬
‫قائمة األسماء والمصطلحات‬

‫‪021‬‬
‫قائمة األسماء والمصطلحات‬

‫‪021‬‬
 ‫ملحق(‪)1‬‬
‫قائنة أمساء السادة احملكنني‬
 ‫ملحق( )‬
‫مقياس تشخيص اضطزاب الذاتوية‬
‫(عبد العزيز السيد الشخص‪)3112‬‬
 

,
 

Internal consistency 

)
 ‫ملحق( )‬
‫مقياس الوظائف التنفيذية لألطفال الذاتويني‬
‫( إعداد الباحثة ) ‪.‬‬

 ‫ملحق( )‬
‫مقياس التواصل اللفظي وغري اللفظي لألطفال‬
‫الذاتويني ( إعداد الباحثة )‪.‬‬

√
 ‫ملحق( )‬
‫الربنامج التدرييب ( إعداد الباحثة ) ‪.‬‬
-

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-
-

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 Study Summary
Introduction:
The main limitations faced by children with autism disorder is not to adapt
to life which can be attributed to the lack of these children to the
skills of the executive functions required for positive interaction in life
situations, and this planning, organization skills, the palm of response,
flexibility of knowledge, all of which are important dimensions of skills
ExecutiveFunction.
Impairments in communication include lack of language or language delay;
impairment in the ability to initiate and maintain conversations with others;
repetitive or idiosyncratic use of language; and lack of varied, spontaneous
make-believe play.
The problem of the study:

The study determined the problem in question the effect:

How effective is a Program to Improve of Executive Functions and
Communication skills for Autistic Children?
Aim of the study:
1- Preparing a measure executive function and communication skills for
Autistic children.
2- Improve executive functions and communication skills for Autistic
children.
3- Identifying of the effectiveness of the proposed program to improve the
executive functions and communication skills for Autistic children after
the completion of training.

Terms of the study:

Autism Disorder: autism is a developmental disorder characterized by
impaired social interaction and communication as well as repetitive
behaviors and restricted interests.
Executive Function: Executive function is the cognitive construct used to
describe behaviors thought to be mediated by the frontal lobes encompasses
a broad set of processes that underlie goal-directed behavior such as
 planning, working memory, inhibition of pre-potent responses and cognitive
flexibility.
Communication skills: is the process by which information can be
transferred between two or more individuals and includes communication of
behavioral acts, whether deliberate or not.
Hypotheses of the study:
There are statistically significant differences between score ranks of the
experimental group of autistic children before and after the application of
the program on measures of executive functions for the benefit of the post
application.
There are statistically significant differences between score ranks of the
experimental group of autistic children before and after the application of
the program on measure of Verbal communication skills and non-verbal
for the benefit of the post application.
There are not statistically significant differences between score ranks of
experimental group of autistic children in the post and follow up on
measures of executive functions.
There are not statistically significant differences between score ranks of
experimental group of autistic children in the post and follow up on
measure of Verbal communication skills and non-verbal.

The Study Methodology:

The researcher has adopted Quasi-experimental method in this study by one
group the training program is considered the independent variable and the scores
of executive functions, and communication are the dependent variables.

The study sample:

The study sample consisted of 8 Autistic children (4 males and 4 females) Junior
Center in Dokki, aged between 6-8 years.
 Cairo University
Faculty of Education Early Childhood
Department of Psychology

Program to Improve of Executive Functions

and Communication skills for Autistic
Children

Submitted by
Fatma Ali El Refaiy

Thesis Submitted for the Master's degree in Education

Dep. of Kindergarten

Supervised by
Dr. Khaled Abd El-Razek El-Najjar
Professor of Psychology, Head of the
Department of Psychological Sciences
Faculty of Education for Early Childhood –
Cairo University
Dr. Claer Anwar Masood
Teacher of the Department of
Psychological Sciences
Faculty of Education for Early
Childhood – Cairo University

2016