أطروحة (دكتوراه)-جامعة القاهرة، 2023.

. ببليوجرافيا: صفحات 159-181.

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

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.
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.
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.
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.
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.

صدر أيضًا كقرص مدمج.

النص بالعربية والملخص بالإنجليزية.