The effectiveness of a training program for developing non-verbal skills on social interaction among a sample of people with Asperger's disorder

Mahmoud Al-Minshaw, Prof. Dr. Adel I; Ibrahim Sleem, Prof.Dr.. Abdul Aziz; Mohammed Shaaban, Maha

doi:10.21608/jehs.2023.292928

The effectiveness of a training program for developing non-verbal skills on social interaction among a sample of people with Asperger's disorder

Document Type : Original Article

Authors

10.21608/jehs.2023.292928

Abstract

program To develop non-verbal skills such as attention and concentration skill, emotional expressions, visual communication, imitation and physical gestures in developing social interaction, and the study sample consisted in its final form of (7) male and female children with disorder Asperger's from the age of (4-6) years, and to achieve the objectives of the study, the researcher prepared a "training" program to develop non-verbal skills, which was judged by professors specialized in educational psychology and mental health, and the program consisted of (19) sessions, and the application of the program continued for seven Weeks, the current research also used the list of non-verbal skills assessment (prepared/researcher), the Stanford-Binet Intelligence Scale (1998), and the Aspergers Diagnostic Scale (prepared by Abdulaziz the person). In analyzing its data, the current s research relied on the following statistical methods: (arithmetic mean - standard deviation - correlation coefficient, Wilcoxon test)
The research reached the following results: The effectiveness of the program based on the development of non-verbal skills in developing the social interaction of a child with Asperger’s disorder, where there are statistically significant differences” at the level (0.05) between the ranks of the experimental group’s scores on the non-verbal skills assessment list in the pre and post measurements. There are also statistically significant differences" at the level (0.05) between the mean scores of the experimental group members on the scale of deficits in social interaction, including its two dimensions (communication - social relations) in the pre and post measurements in favor of the post measurement. And there were no statistically significant differences between the ranks of the experimental group’s scores on the non-verbal skills assessment list for the child with Asperger’s disorder in the post and tracking measurements, and there were no statistically significant differences” between the average ranks of the experimental group on the scale of manifestations of social deficits in the post and tracking measurements. The research concluded with some recommendations and proposed future research.
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