فاعلية وتأثير المنحى اللغوي البنائي ومنحى السلوك اللفظي في تحسين التواصل الاجتماعي لدى أطفال طيف الذاتوية / (Record no. 166399)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 06125namaa22004211i 4500 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | OSt |
| 005 - أخر تعامل مع التسجيلة | |
| control field | 20250223033228.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 240305s2023 ua af||frm||| 000 0 ara d |
| 040 ## - CATALOGING SOURCE | |
| Original cataloguing agency | EG-GICUC |
| Language of cataloging | ara |
| Transcribing agency | EG-GICUC |
| Modifying agency | EG-GICUC |
| Description conventions | rda |
| 041 0# - LANGUAGE CODE | |
| Language code of text/sound track or separate title | ara |
| Language code of summary or abstract | ara |
| -- | eng |
| 049 ## - Acquisition Source | |
| Acquisition Source | ايداع |
| 082 04 - DEWEY DECIMAL CLASSIFICATION NUMBER | |
| Classification number | 155.413 |
| 092 ## - LOCALLY ASSIGNED DEWEY CALL NUMBER (OCLC) | |
| Classification number | 155.413 |
| Edition number | 21 |
| 097 ## - Degree | |
| Degree | دكتـــــوراه |
| 099 ## - LOCAL FREE-TEXT CALL NUMBER (OCLC) | |
| Local Call Number | Cai01.02.11.Ph.D.2023.من.ف |
| 100 0# - MAIN ENTRY--PERSONAL NAME | |
| Authority record control number or standard number | منصور عبد النعيم جاد، |
| Preparation | إعداد. |
| 245 10 - TITLE STATEMENT | |
| Title | فاعلية وتأثير المنحى اللغوي البنائي ومنحى السلوك اللفظي في تحسين التواصل الاجتماعي لدى أطفال طيف الذاتوية / |
| Statement of responsibility, etc. | إعداد منصور عبد النعيم جاد إشراف أ.د. سهير فهيم الغباشي؛ أ.د. عماد عبد المقصود محجوب. |
| 246 15 - VARYING FORM OF TITLE | |
| Title proper/short title | The Efficacy and Effectiveness of Structural Linguistic and Verbal Behavior Approaches in Improving Social Communication of Children with Autism Spectrum Disorder |
| 264 #0 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE | |
| Date of production, publication, distribution, manufacture, or copyright notice | 2023. |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | 199صفحة : |
| Other physical details | إيضاحيات ؛ |
| Dimensions | 25 cm. + |
| Accompanying material | CD. |
| 336 ## - CONTENT TYPE | |
| Content type term | text |
| Source | rda content |
| 337 ## - MEDIA TYPE | |
| Media type term | Unmediated |
| Source | rdamedia |
| 338 ## - CARRIER TYPE | |
| Carrier type term | volume |
| Source | rdacarrier |
| 502 ## - DISSERTATION NOTE | |
| Dissertation note | أطروحة (دكتوراه)-جامعة القاهرة، 2023. |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE | |
| Bibliography, etc. note | . ببليوجرافيا: صفحات 159-181. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | تمت مقارنة فعالية التدخل اللغوي البنائي والتدخل السلوكي اللفظي وتأثيرهما في تحسين التواصل الاجتماعي لـ (10) أطفال طيف الذاتوية. استخدم الباحث المنهج التجريبي، وتصميم دراسة الحالة الواحدة (أب أج)، وذلك بهدف تقييم إسهام كل من نوعي التدخل لتحسين التواصل الاجتماعي. ولذا فقد أخضع الباحث كل طفلين متطابقين للظروف التجريبية ذاتها، ولكن بترتيب مختلف لمعالجة بعض المتغيرات غير المطلوبة. وكشفت النتائج عن أن إجراءات التدخل السلوكي اللفظي أدت إلى معدلات تواصل اجتماعي أعلى جوهريا من التدخل اللغوي البنائي، وذلك على ثلاثة معايير: (1) عدد مرات التواصل الاجتماعي، (2) مجموع الأصوات والكلمات الاجتماعية المستخدمة، و (3) ارتقاء التواصل الاجتماعي. ولقد أظهر فحص نمط المعايير الثلاثة السابقة أن هذه المعدلات تتعلق في الغالب بثلاثة جوانب من التدخل السلوكي اللفظي: (أ) طبيعة المهارة المستهدفة، و(ب) دافع الطفل، و (ج) إجراءات التدريب المستخدمة |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | This study compared The Efficacy and Effectiveness of Structural Linguistic Intervention and Verbal Behavior Intervention to improve Social Communication in a sample of autistic children.<br/>Method: The author employed an Experimental Method, a single case study ABAC design, to assess the contribution of each of the two types of intervention to improve social communication, in which the researcher subjected each two corresponding children to the same experimental conditions, but in a different order, in order to neutralize some variables that are not required.<br/>Sample: The study sample included ten participants on the autism spectrum. Each Child was subjected to a peer-to-peer procedure in the following variables: the severity of pathological symptoms, the overall level of adaptive behavior skills, the level of receptive and expressive language, and age. A variety of demographic characteristics were also included in the peering operations. Following that, each pair of matched children were randomly assigned to the two types of intervention using lots, and each pair of matched children were exposed to the two types of intervention in a different order for each child.<br/>Procedures: The number of baseline sessions for each intervention for each child ranged from 2 to 3 sessions. Each session lasted 20 minutes. Individual baseline and intervention sessions were conducted for each Child (1:1). In terms of training sessions, there were two training days per week on average, with two sessions per day lasting 20 minutes. The number of training sessions per week for each Child was four, and the total number of training sessions for each child was an average of 34 for each intervention, with a 17-week training duration for each child.<br/>Results: Procedures based on verbal behavior intervention demonstrated significantly higher rates of social communication than Structural Linguistic language intervention, based on three criteria: (1) the number of times social communication occurred in an interaction situation, (2) the sum of social communication sounds and words used, and (3) the improvement of social communication skills. The pattern of the preceding three criteria revealed that these rates are mostly due to three components related to the verbal behavioral intervention, namely (a) the nature of the targeted skill, (b) the child's motivation, and (c) the training methodologies used.<br/> |
| 530 ## - ADDITIONAL PHYSICAL FORM AVAILABLE NOTE | |
| Issues CD | صدر أيضًا كقرص مدمج. |
| 546 ## - LANGUAGE NOTE | |
| Text Language | النص بالعربية والملخص بالإنجليزية. |
| 650 #7 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | علم النفس الادراكى عند الاطفال |
| Source of heading or term | qrmak |
| 653 #0 - INDEX TERM--UNCONTROLLED | |
| Uncontrolled term | المنحى اللغوي البنائي |
| -- | منحى السلوك اللفظي |
| -- | التواصل الاجتماعي |
| -- | اضطراب طيف الذاتوية |
| 700 0# - ADDED ENTRY--PERSONAL NAME | |
| Personal name | سهير فهيم الغباشي |
| Relator term | مشرف أطروحة. |
| 700 0# - ADDED ENTRY--PERSONAL NAME | |
| Personal name | عماد عبد المقصود محجوب |
| Relator term | مشرف أطروحة. |
| 900 ## - Thesis Information | |
| Grant date | 01-01-2023 |
| Supervisory body | سهير فهيم الغباشي |
| -- | عماد عبد المقصود محجوب |
| Universities | جامعة القاهرة |
| Faculties | كلية الاداب |
| Department | قسم علم النفس |
| 905 ## - Cataloger and Reviser Names | |
| Cataloger Name | Nadia |
| Reviser Names | Afaf |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | Dewey Decimal Classification |
| Koha item type | Thesis |
| Edition | 21 |
| Suppress in OPAC | No |
| Source of classification or shelving scheme | Home library | Current library | Date acquired | Inventory number | Full call number | Barcode | Date last seen | Effective from | Koha item type |
|---|---|---|---|---|---|---|---|---|---|
| Dewey Decimal Classification | المكتبة المركزبة الجديدة - جامعة القاهرة | قاعة الرسائل الجامعية - الدور الاول | 05.03.2024 | 31028 | Cai01.02.11.Ph.D.2023.من.ف | 01010100031028000 | 05.03.2024 | 05.03.2024 | Thesis |