Differences in the Dimensions of Social Communication and Playing among Children with Autism Enrolled and Non-Enrolled in Early Intervention Programs

Student Name:Eman A. A. Almadani

Abstract: This study aimed at identifying the level of impairment in the dimensions of social communication and play among children with autism enrolled and not enrolled in early intervention programs. The study sample consisted of (30) children with autism, (15) children were enrolled in early intervention programs and (15) children not enrolled in early intervention programs, ranging in age from (6-8) years from Alwafa Center and Alia Early Intervention Centre in the Kingdom of Bahrain. The study tools consisted of The Social Communication Questionnaire prepared by (Rutter, Bailey & Lord, 2010), translation by the researcher and The Scale of Play with People prepared by (Al Anzi,2016),The results indicated that the deficiencies in social communication in children with autism based on level came to Social Interaction dimension with a level of (42.22%), followed by Communication with a level of (57.33%) and followed by Stereotypical Movements with a level of (57.67%). The shortcomings of play in children with autism by level was as follows: Cooperative play level (39.67%), Participative play level (49.67%), play by Rules level (54.38%), followed by Parallel play level (54.38 %) and finally Violent play (69.07%). There are also statistically significant differences on the dimensions of Social Communication for the benefit of children with autism that are enrolled in early intervention programs, where the average grade is the highest. The results also showed that there were significant differences in the dimensions of the playing with the people in favor of children with autism who are enrolled in early intervention programs.

Publishing Year: 2017

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