Distinctive Communicative Characteristics of Children With Autism spectrum Disorder in the United Arab Emirates

Mahmoud Alakayleh, Ibrahim El-Zraigat

Abstract


The current study aimed to assess the level of communication skills of children with autism spectrum disorder in the United Arab Emirates. The sample included 103 cases of children with autism spectrum disorder (69 males and 34 females) enrolled in government and private special education centers in the United Arab Emirates. To achieve the aim of the study, the researcher constructed a scales of the communication skills, and the validity and reliability of them were verified. In order to answer the questions of the study, the descriptive survey methodology was used, and the means, standard deviations, and one-way analysis of variance were used in data processing and reaching results. The results indicated low levels of communication skills for children with autism spectrum disorder on the scales used by the study. The study recommended the necessity of including communication skills in treatment programs.

Keywords


Communication skills; Children with Autism Spectrum Disorder; The United Arab Emirates.

Full Text:

PDF

References


Alakayleh, M. (2023). Assessment of the present level of performance of children with autism spectrum disorder in the United Arab Emirates according to international standards. Unpublished doctoral dissertation, University of Jordan, Amman, Jordan.

AlShawabkah, H., & El-Zraigat, I. (2021). The effectiveness of a program based on symbolic communication in reducing challenging behaviors and improving social interaction among individuals with autism spectrum disorder who have intellectual disability in Jordan. Jordanian Journal of Applied Science.

Al-Smadi, A., & El-Zraigat, I. (2016). The effectiveness of a training program based on Enhanced Milieu Teaching (EMT) in improving social communication among a sample of children with autism spectrum disorder in Jordan. International Journal of Humanities and Social Science, 6(3), 178-186.

American Psychiatric Association (APA). (2022). Diagnostic and statistical manual of mental disorders (5th ed.) Text Revision. Washington, DC.

Bellini, S. (2008). Building social relationships: A systematic approach to teaching social interaction skills to children and adolescents with autism spectrum disorders and other social difficulties. AApC publishing.

Berger, N. I., & Ingersoll, B. (2015). An evaluation of imitation recognition abilities in typically developing children and young children with autism spectrum disorder. Autism Research, 8(4), 442-453. https://doi.org/10.1002/aur.1462

Brian, J. A., Zwaigenbaum, L., & Ip, A. (2019). Standards of diagnostic assessment for autism spectrum disorder. Paediatrics & Child Health, 24(7), 444-451.

Centers for Disease Control and Prevention (CDC). (2023). ASD Diagnosis, Treatment, and Services. https://www.cdc.gov/.

Dalton, J. C., Crais, E. R., & Velleman, S. L. (2017). Joint attention and oromotor abilities in young children with and without autism spectrum disorder. Journal of Communication Disorders, 69, 27-43. https://doi.org/10.1016/j.jcomdis.2017.06.002

Dixon, D. R., Tarbox, J., Najdowski, A. C., Wilke, A. E., & Granpeesheh, D. (2011). A comprehensive evaluation of language for early behavioral intervention programs: the reliability of the SKILLS Language Index. Research in Autism Spectrum Disorders, 5(1), 506-511. https://doi.org/10.1016/j.rasd.2010.06.016

Erin Lamblez, E. (2017). Checklist for Social Skills Ages 3-6. SLP http://www.erinslittletalkers.com.

Heimann, M., Nordqvist, E., Strid, K., Connant, A., & Tjus, T. (2016). Children with autism respond differently to spontaneous, elicited and deferred imitation. Journal of Intellectual Disability Research, 60(5), 491-501. https://doi.org/10.1111/jir.12272

Kasari, C., Brady, N., Lord, C., & Tager-Flusberg, H. (2013). Assessing the minimally verbal school-aged child with autism spectrum disorder. Autism Research, 6(6), 479–493. https://doi.org/10.1002/aur.1334

Lofland, K. (2014). Evidence-based practices for effective communication and social intervention. Retrieved from increasing-incidence-of-autism-spectrum-disorders-continues-in-indiana.

McAuliffe, D., Zhao, Y., Pillai, A. S., Ament, K., Adamek, J., Caffo, B. S., Mostofsky, S. H., & Ewen, J. B. (2020). Learning of skilled movements via imitation in ASD. Autism Research, 13(5), 777-784. https://doi.org/10.1002/aur.2253

National Institute on Deafness and Other Communication Disorders. (2023). Autism Spectrum Disorder: Communication Problems in Children. National Institute on Deafness and Other Communication Disorders. U.S. Department of Health and Human Services National Institutes of Health.

NYC. (2022). Present Levels of Performance Quality Checklist. Department of Education, Division of Specialized Instruction and Student Support, Corrine Rello-Anselmi Deputy Chancellor. New York State Education Department (NYSED).

Persicke, A., Bishop, M., Coffman, C., Najdowski, A., Tarbox, J., Chi, K., Dixon, D., Granpeesheh, D., Adams, A., Jang, J., Ranick, J., Clair, M., Kenzer, A., Sharaf, S., & Deering, A. (2014). Evaluation of the concurrent validity of a skills assessment for autism treatment. Research in Autism Spectrum Disorders, 8(3), 281-285. https://doi.org/10.1016/j.rasd.2013.12.011

Reichow, B., Salamack, S., Paul, R., Volkmar, F., & Klin, A. (2008). Pragmatic assessment in autism spectrum disorders: A comparison of a standard measure with parent report. Communication Disorders Quarterly, 29(3), 169–176. https://doi.org/10.1177/1525740108318697

Rudy, L. (2023). Speech and communication in autism. Verywellhealth. Dotdash Media, Inc. All rights reserved.

Silveira-Zaldivar, T., Özerk, G., & Özerk, K. (2021). Developing social skills and social competence in children with autism. International Electronic Journal of Elementary Education, 13(3), 341-363.

Stevens, E., Dixon, D., Novack, M., Granpeesheh, D., Smith, T., & Linstead, E. (2019). Identification and analysis of behavioral phenotypes in autism spectrum disorder via unsupervised machine learning. International Journal of Medical Informatics, 129, 29-36. https://doi.org/10.1016/j.ijmedinf.2019.05.006

Tager-Flusberg, H., & Kasari, C. (2013). Minimally verbal school-aged children with autism spectrum disorder: The neglected end of the spectrum. Autism Research, 6(6), 468–478. https://doi.org/10.1002/aur.1329

The British Columbia Ministry of Health Planning. (2003). Standards and guidelines for the assessment and diagnosis of young children with autism spectrum disorder in British Columbia. An evidence-based report prepared for The British Columbia Ministry of Health Planning 2003.

The Irish Society for Autism. (2014). Mental health and behavioural conditions autism. Quality standard [QS51]. NICE (National Institute for Health and Care Excellence). The Irish Society for Autism.




DOI: http://dx.doi.org/10.3968/13235

Refbacks

  • There are currently no refbacks.


Copyright (c) 2024 Canadian Social Science

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Reminder

  • How to do online submission to another Journal?
  • If you have already registered in Journal A, then how can you submit another article to Journal B? It takes two steps to make it happen:

Submission Guidelines for Canadian Social Science

We are currently accepting submissions via email only. The registration and online submission functions have been disabled.

Please send your manuscripts to css@cscanada.net，or css@cscanada.org for consideration. We look forward to receiving your work.

 Articles published in Canadian Social Science are licensed under Creative Commons Attribution 4.0 (CC-BY).

 

Canadian Social Science Editorial Office

Address: 1020 Bouvier Street, Suite 400, Quebec City, Quebec, G2K 0K9, Canada.
Telephone: 1-514-558 6138 
Website: Http://www.cscanada.net; Http://www.cscanada.org 
E-mail:caooc@hotmail.com; office@cscanada.net

Copyright © Canadian Academy of Oriental and Occidental Culture