أثر برنامج تدريبي قائم على اللعب في تنمية المهارات اللغوية وتحسين التواصل الإجتماعي لدى الأطفال ذوي اضطراب طيف التوحد في مرحلة ما قبل المدرسة في الأردن
The purpose of the study was to examine the effect of a play-based training program on the development of language skills and improvement of social communication among preschool-aged children in Jordan with autism spectrum disorder. The study sample consisted of (30) children with autism spectrum disorder between the ages of (3-6) in the Jordanian capital, Amman, who were randomly assigned to two groups: an experimental group and a control group during the second semester of the school year (2022/2023). To accomplish the study's objectives, the researcher devised two scales of language skills and social communication skills, and the two scales' indicators of honesty and consistency were confirmed. The experimental group was subjected to a play-based training program consisting of fifteen sessions lasting thirty-five minutes each, while the control group was not exposed to any program. The results indicated that there are statistically significant differences at the level of (0.05) between the averages of the performance of the two groups (experimental and control) in the dimensional application on the language skills scale due to the difference in the teaching method (play-based training program, the conventional method) in favor of the play-based training program and that there are statistically significant differences at the level of (0.05) between the averages of the performance of the two groups (experimental and control) in the dimensional application There were also no statistically significant differences at the level of (0.05) between the performance of the experimental group members taught using the play-based training program in the two-dimensional and follow-up applications of both skills (receptive language and expressive language), and there were no statistically significant differences at the level of (0.05) between the performance of the experimental group members taught using the play-based training program in the two-dimensional and follow-up applications of both skills (receptive language and expressive language). In light of the findings, the researcher recommends offering the play-based program to children diagnosed with autism spectrum disorder in inclusive centers and schools in Jordan. This method may contribute in the development of language skills and improve social communication skills. (Author’s abstract)