الفهرس 
مدخل الدراسةيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
Introduction:
Autism disorder is considered one of the disorders known as developmental. General developmental disorder is a term that includes different problems characterized by deviation in basic psychological processes such as attention, perception, and dealing with reality, emotional growth and other processes necessary for development of social and linguistic skills. These disorders remarkably affect most of the fields of basic performance and reflect a severe disorder causes critical delay in growth.
Autism is a chronic growth disability produces evident disorders in (motor–social–emotional–language) aspects of development and accompanied by deviant irregular patterns of behavior that appear at age three in both males and females.
Study Problem:
This study problem comes from the results of previous studies and researches concerned with autistic children indicating some evident characteristics of autistic children such as resisting change, change in eating, dressing, or in room furniture of general daily life system, since any change leads to furious anger or producing aggressive behavior.
The study main question is crystallized in:
“What is the effectiveness of a training program for alleviating resisting change in a sample of autistic children?”
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from this major inquiry, the following minor questions are emerged:
1. Are there any differences between the pre/post measurements of applying procedures of the program of the experimental group on scale of resisting change?
2. Are there any differences between the pre/post measurements of applying procedures of the program of the control group on scale of resisting change?
3. Are there any differences between the experimental and the control groups regarding the post-measurement of applying procedures of the program of the on scale of resisting change?
4. Are there any differences between the pre/following up measurements of applying procedures of the program on the experimental group on scale of resisting change?
Study Objectives:
The study objective is crystallized in the following:
1. Designing a training program for reducing resisting change among a sample of preschool autistic children.
2. Checking out the effectiveness of the proposed program for alleviating resisting change in a sample of autistic children.
3. Defining the continuity of impact of the proposed program for alleviating resisting change in a sample of autistic children through consecutive measuring.
Study Significance:
The study derives its scientific significance from the critical topic that is alleviating resisting change in a sample of autistic children, being divided into two-fold parts:
The Theoretical Significance:
1. The importance of change in autistic children lives to restrict patterned repetitive behavior.
2. Rarity of studies (as far as the researcher knows) that have tackled with resisting change among autistic children.
3. Reduce of resisting change through using the training program may lead to improve those children’ interaction with and within the surrounding environment.
The Applied Significance:
1. Providing the Arabian library with a program for alleviating resisting change among autistic children.
2. Providing the Arabian library with an appropriate scale for resisting change among autistic children.
3. As soon as the program proves its validity and effectiveness, it could be applied on other samples of autistic children in different age stages.
4. Providing training and habilitation locations with a training program for alleviating resisting change among autistic children.
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Study Concepts:
- The Program
- Autism
- Resistance of Change
Study Hypotheses:
1- There are significant statistical differences between average scores of the experimental group pre/post application of the program on scale of resisting change, in favor of the pre-measurement.
2- There are no significant statistical differences between average scores of the control group pre/post application of the program on scale of resisting change.
3- There are significant statistical differences between average scores of the experimental and the control groups in the post application of the program on scale of resisting change, in favor of the control group.
4- There are no significant statistical differences between average scores of the experimental group regarding the post/following-up application of the program procedures on scale of resisting change.
Study Methodology & Procedures:
Method:
The study uses the two-fold group experimental method, (control and experimental), in addition to using pre/post/ consecutive measurements for being appropriate for study nature, objectives, and sample.
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Sample:
The study sample is selected purposely consisting of (20) male/female autistic children of preschool stage, aged (4-6 yrs. old), divided randomly into two groups, each consists of (10) male/female children as the control group, and (10) as the experimental group.
Study Instruments:
1- Primary Data Form, (by researcher).
2- Stanford Binet Scale (by Farag Safwat, 2011).
3- Scale of Gilliam for Diagnosing Autism, (Arabized by Adel Abdallah, 2006).
4- The Socio-Economic Cultural Level (by Mohamed El-Behairy, 2002).
5- Scale of Resisting Change (by researcher).
6- Program of Alleviating Resisting Change (by researcher).
Statistical Approaches:
In terms of the study objectives, hypotheses, and sample, these statistical approaches are used:
Wilcoxon Non-Parameter Test for significant of differences among dependnet groups.
Mann Whitney Non-Parameter Test, for significance of differences among independent groups.
Appropriate statistical approaches that suit the study, for checking out psychometric efficacy of scale of resisting change.
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Pearson Coefficient Correlation.
Spearman Brown Equation, for correcting length of measuring.
Alpha Cronbach Coefficient, for counting reliability of the measure.
Percentage.
Non-Parameter T. Test, for differences significance between groups.
Averages, Standard Deviations.
Study Results:
1- There are significant statistical differences between average scores of the experimental group pre/post application of the program on scale of resisting change, in favor of the pre-measurement.
2- There are no significant statistical differences between average scores of the control group pre/post application of the program on scale of resisting change.
3- There are significant statistical differences between average scores of the experimental and the control groups in the post application of the program on scale of resisting change, in favor of the control group.
4- There are no significant statistical differences between average scores of the experimental group regarding the post/following-up application of the program procedures on scale of resisting change