Ayman, Salim, A. H., and T. Mohamad, Mostafa, "Wisdom and its relationship to positive self-talk and emotional intelligence among teachers of special education", مجلة العلوم التربوية كلية الدراسات العليا للتربية- جامعة القاهرة, vol. 31, issue 1, pp. 1-66, 2023. Abstract

Abstract:
Special education teachers need more attention and focus on some social and psychosocial aspects of their personality in the light of the difficulties they face in the field of special education. This research aims to determine the relationship between wisdom (self-knowledge, emotional organization, meditation, life skills, judgement) and both positive self-talk (miniaturization, adaptation, positive guidance) and emotional intelligence (personal competence, social competence, adaptabillity, stress management, generl mood, positive impression), and the predictability of wisdom through both self-talk and emotional intelligence with special education teachers. The sample consisted of 120 teachers, (71) male teachers and (49) female teachers with age average (36.4) from special education schools in Beni Sweif governorate. The descriptive method was used. The tools included wisdom scale, positive self-talk scale and emotional intelligence scale. The findings indicated a positive correlation between the dimensions of wisdom and positive self-talk. Also, a positive correlation between the dimensions of wisdom and emotional intelligence was observed. Both of positive self-talk and emotional intelligence are predictive variables of wisdom among special education teachers. This result supports research and treatment of some social and psychosocial variables of special education teachers. It also recommends further research in facilities and difficulties that face special education teachers.

Ayman, Salim, A. H., and F. Hadil, Hussein, "Abstract: Mothers of children with disabilities practice a form of self - deception and adopt certain cognitive biases, wether voluntarily or involuntarily. The current research aims at revealing the relationship between cognitive biases (Cognitive Bia", مجلة کلية التربية . جامعة طنطا,, vol. 90, issue 3, pp. 816-878, 2024. Abstract

Abstract:
Mothers of children with disabilities practice a form of self - deception and adopt certain cognitive biases, wether voluntarily or involuntarily. The current research aims at revealing the relationship between cognitive biases (Cognitive Biases- Cognitive Limitations- Safety Behavior), and self-deception (Mystification- Manipulation- Denial- Insincerity- Distorted view) among children with language disorders mothers, and with autism spectrum disorder, and those with simple intellectual disabilities. The possibility of predicting cognitive biases through self-deception, and the differences according to the type of disability variable and the gender variable (males/females) and interaction between them. The research sample consisted of (154) mothers, children with language disorders (43), autism disorder (61), and intellectual disability(50). Through the descriptive approach, the self-deception scale and the cognitive bias scale were used. The results indicated that the mothers’ performance level in the three categories on the scales of both self-deception and cognitive bias was average in the total score. There is a positive correlation between self-deception and cognitive bias in the total score and sub-dimensions among mothers in the three groups. There is a relative statistical significant contribution of the self-deception dimensions in predicting cognitive bias among mothers of the three groups. There is a statistical significant effect of the disability category on cognitive biases and self-deception in the light of the type of disability towards intellectual disability, and there are no statistical significant differences in the cognitive biases and self-deception of mothers according to their children, or the interaction between gender and disability category. From the previous results, it can be concluded that there is an urgent need to look deeply into the manifestations of self-deception and patterns of cognitive biases among parents and siblings of children with disabilities as well as the study of the variables of self-deception and cognitive biases among families of people with other disabilities.

Ayman, Salim, A. H., "The Median Role of social initiation in the Relationship between communication and friendship skills for high-functioning autism spectrum disorder", مجلة التربية الخاصة كلية التربية- جامعة الزقازيق, vol. 13, issue 47, pp. 501-555, 2024. Abstract

Abstract:
People with autism spectrum disorder(ASD) face many challenges in building social relationships. They are less familiar with the concept of friendship and more connected to the feeling of psychological loneliness. The research aimed to determine the nature of the relationship between communication skills, social initiation, and friendship for people with ASD. The descriptive method was used across a sample of (59) people with ASD and their caregivers, including parents and specialists. Their IQ ranged between (83-110), their ages ranged between (10-14) years, and the degree of ASD was (55-70) in the governorates of Cairo and Giza. The Children's Communication Rating List, the Social Initiation Scale, and the Friendship Scale were used. The results indicated a high level of social initiation, a medium level of communication, and a low level of friendship. There is a statistically significant positive relationship between the sub- and total scores of initiation with the communication variable, while there is no significant relationship between the friendship scores and both initiation and communication. It is difficult to predict friendship through either initiation or communication for the sample of the current research. There are no statistically significant differences between males and females in communication, initiation, and friendship. There are no statistically significant differences in communication and initiation in light of age, while there are significant differences in friendship towards the older age group (12-14). The initiation variable partially mediates the relationship between communication and friendship. This is because there was a significant direct effect between communication and friendship, while the indirect effect was not significant. It can be concluded that there is a need for more intensive and early intervention to achieve high levels of communication and social initiation that enable people with ASD to form and maintain friendships.

Ayman, Salim, A. H., "Effectiveness of a program using augmented reality to develop expressive language in improving spontaneous speech for children with autism spectrum disorder", تكنولوجيا التربية دراسات وبحوث, vol. 52, issue (3), pp. 359-406. , 2022. Abstract

Abstract:
Previous research indicates a close relationship between the use of technology and particularly augmented reality technology and the acquisition of many skills and behaviors by children with autism spectrum disorder.The current research aims to verify the effectiveness of augmented reality technology in the development of expressive language and its impact at improving the level of spontaneous speech among children with autism spectrum disorder. The research sample consisted of (10) children who were divided into two equal groups, experimental and control, whose ages ranged between(6-8) years, IQ coefficient between(85-100) degrees, and autism spectrum disorder between(55-69), with a convergence of the level of deficiency In expressive language and spontaneous speech. The current research applied Stanford-Binet Intelligence Scale(fifth modified version) and ,Gilliam Scale-3, the expressive language skills scale, the spontaneous speech scale, the socioeconomic and cultural level scale, the training program using augmented reality technology, and a group of augmented reality applications on the tablet. The results of the research indicates the effectiveness of the program in developing expressive language among children with autism spectrum disorder using augmented reality, as well as improving the level of spontaneous speech among the children of the experimental group. This result supports the possibility of expanding the use of augmented reality technology to Provide children with autism spectrum disorder with many behaviors and social skills, including language. It also recommends continued efforts in the development of expressive language, which would enhance spontaneous speaking skills.
Keywords: autism spectrum disorder- augmented reality- expressive language- spontaneous speech.

Ayman, Salim, A. H., "Social participation and its relationship to Family support provided among autism spectrum disorder and intellectual disabilities", العلوم التربوية, vol. 31, issue (1), pp. 1-66, 2023. Abstract

Abstract:
The level of social participation(SP)of autism spectrum disorders(ASD)and with intellectual disabilities(ID) is believed to be affected by family support(FS), yet the impact of the availability or lack of such support is unknown. This research aims to determine the relation between social participation (social, recreational, sports activities)and family support (independence, psychological, social supports) for mild ASD and mild ID. The research sample consisted of (201) children and adolescents (114) with ASD and(87) with ID and their parents from special education centers enrolled in inclusion schools. The descriptive method was used, The scales of SP, FS and sociocultural level were applied. The results indicated that the level of SP for participants with ASD was average while it was low for participants with ID, and that parents’ presence was more in SP activities, FS was high for both groups. There was a positive correlation between SP and FS and a predictive ability of FS to predict SP. There are statistically significant differences in SP and FS in favor of ASD. concerning gender in SP in favor of females with ASD and in FS in favor of males with ASD. concerning age in both SP and FS in favor of the age group (8-12) with ASD. concerning social level in both SP and FS in favor of high-social level with ASD. This finding supports research on barriers that hinder SP and recommends further research to increase SP of people with ASD and with ID.
Key Words: Autism spectrum disorder ASD - Intellectual disabilities ID-
Social participation SP - Family support FS.

Ayman, Salim, A. H., "The Relative contribution of receptive and expressive language skills in Predicting Social interaction among children with autism spectrum disorder", مجلة کلية التربية . جامعة طنطا,, vol. 88, issue (4), pp. 1011-1088, 2022. Abstract

Abstract:
Deficiencies in language and social interaction skills are key symptoms in diagnosis of autism spectrum disorder. Current research aims to determine the predictability of social interaction skills through receptive and expressive language skills among children with autism spectrum disorder and to reveal their relationship as well as differences in the light of gender, age and IQ. The research sample consisted of (90) children. The descriptive curriculum was used, the receptive and expressive language skills scale and the social interaction skills scale were used. The results indicated that the level of receptive language was high, while expressive language and the overall degree of language skills were medium, social exchange and social relations skills were medium, while non-verbal communication skills were high. A statistically significant correlation between children's grades at some levels of receptive language with some social interaction skills, and no statistically significant correlation between expressive language levels and social interaction skills except the pragmatic level. The statistical impact of some levels of receptive language on their ability to predict social interaction skills, while only the pragmatic level of expressive language levels is predicted by some social interaction skills. and The absence of statistically significant differences between males and females in receptive and expressive language skills, as well as in social interaction skills. There are statistically significant differences in older age in receptive and expressive language skills, as opposed to no differences in social interaction skills. Statistically significant differences exist in favour of the high IQ in receptive and expressive language skills, as well as social interaction skills except for social relations skills. This result supports research into the interrelationships between language and social interaction at larger ages, and recommends further research into the intermediate variables between language skills and social interaction.
Keywords: autism spectrum disorder - receptive language - expressive language - social interaction.

Ayman, Salim, A. H., "The Effectiveness of a Program Based on Central Cohesion tasks to Develop Visual Processing among Children with Autism Spectrum disorder", مجلة التربية الخاصة، جامعة الزقازيق, vol. 10, issue 37, pp. 324-381, 2021. Abstract

Abstract:
Previous research indicates that there is a lack of visual processing skills in children with autism spectrum disorder, and the current research aims to verify the effectiveness of a programme based on some central cohesion tasks in developing visual processing skills in children with autism spectrum disorder. The sample consisted of 10 children at the Fort-T Rehabilitation Centre, in age from 8 to 10 years old, the level of autism disorder (55-70) on the Gilliam scale-3, divided into two equivalent groups of experimental and control. The tools of the study consisted of the Stanford Binet Scale-Image 5, the Gilliam-3 Scale, the Visual Processing Scale for Children with Autism Spectrum Disorder, and a programme based on central cohesion tasks.The results indicated statistically significant differences at the level (0.05) Between the means rank of the experimental group in the pre and posttest for visual processing in favour posttest, and statistically significant differences at the level (0.01) between the means rank of two groups at posttest in favour of experimental group, its reflecting the effectiveness of the programme in improving visual treatment in children with autism spectrum disorder.

Ayman, Salim, A. H., "The effectiveness of a program based on social stories in developing auditory processing among children with mild intellectual disability", مجلة كلية التربية جامعة بنها, vol. 32, issue 128, pp. 433-484, 2021. Abstract

Abstract:
Previous research indicates that there is a lack of Auditory processing skills in children with Intellectual Disability, and the research aims to verify the effectiveness of a programme based on social stories in developing Auditory processing in children with mild Intellectual Disability. The sample consisted of 10 children at the Kids Rehabilitation Centre, in age from (8 -10) years old, the level of IQ (70-55) on Stanford Binet scale, divided into two equivalent groups of experimental and control. The tools of the study consisted of the Stanford Binet Scale-version 5, the Adaptive Behavior Scale, the Auditory Processing Scale for Children with Intellectual Disability, and a programme based on social stories. The results indicated statistically significant differences at the level (0.01) Between the means rank of the experimental group in the pre and posttest for Auditory processing in favour posttest, and statistically significant differences at the level (0.01) between the means rank of two groups at posttest in favour of experimental group, its reflecting the effectiveness of the programme in improving Auditory Processing in children with Intellectual Disability.

Ayman, Salim, A. H., "Socio-Economic- Cultural Level Assessment Scale Of The Egyptian Family", مجلة كلية التربية، جامعة بنها, vol. 29, issue 116, pp. 150-186, 2018. Abstract

The current research aimed to review and update the socio-economic- cultural level scale of the Egyptian family in light of the current changes. the descriptive approach was used. the study sample (701) family varied between the urban governorates (rural and city) in upper Egypt (Luxor - Sohag - Assiut - Minia - Beni Suef) and the lower Egypt (Cairo - Qalubia - Dakahlia - Kafr El Sheikh - Sharqia - Port Said). the results identified the most important variables in determining the socio-economic -cultural level of the Egyptian family, namely educational qualifications, occupational / vocational position, living income of both parents and their life style. the search also found a predictive equation that suits the current socio-economic and cultural level of the Egyptian family, also showed that the distribution of the current research sample does not follow the average distribution on the socio-economic cultural level of the Egyptian family (research sample).

Ayman, Salim, A. H., "Self-Determination Among Adolescents with Intellectual Disability and Autism Spectrum Disorder: A multivariate analysis", مجلة العلوم التربوية، جامعة القاهرة, vol. 28, issue 4, pp. 90-130, 2018. Abstract

the current research aims to identify the differences in self-determination and its dimensions (independence, self-regulation, psychological empowerment, self-realization) among Adolescents with Intellectual Disability and with Autism Spectrum Disorder. The sample consisted of 190 students (95 with Intellectual Disability, 95 with Autism Disorder) were divided into two equal groups to identify differences in self-determination. the Egyptian version of the self-determination scale (ARC'S SDS-E) was used. The results revealed the availability of self-determination at a moderate level among people with Intellectual Disability and a low level of Autism Spectrum Disorder. Also, the results indicated that there are statistically significant differences in the total score and sub-dimensions of self-determination according to the type of disability in the total sample in favor of adolescents with intellectual disability. and there are statistically significant differences according to severity of disability and score of IQ in the overall score of self-determination, respectively, in favor of adolescents with simple intellectual disability, high-functioning autism disorder, moderate intellectual disability, low-functioning autism disorder, except the dimensions of self-regulation and self-realization were respectively for intellectual disability, and then autism disorder. according to the gender variable, there were statistically significant differences in the total score and sub-dimensions of self-determination within intellectual disability in favor of males and for females with autism disorder. according to the chronological age there were statistically significant differences in favor of the elderly in the total and sub-dimensions, respectively, of late adolescence with intellectual disability, late adolescence with autism spectrum disorder, early adolescence with intellectual disability, and early adolescence with autism spectrum disorder.