This study investigated the impact of COVID-19 on children with autism spectrum disorder and intellectually disabled children from a parent's point of view and statistically significant differences between the responses of parents of children with disabilities about the impacts of the COVID-19 attributed to the child’s sex (male/female), the type of the child’s disability (autism/intellectual disability), the parents’ education level (intermediate or lower/above intermediate). The study used the quantitative approach and used a questionnaire applied to a sample of (217) parents of children with autism spectrum disorder and intellectually disabled children in Jeddah who are registered in governmental and private centers and institutes of the Ministry of Education and the Ministry of Social Affairs. The results of the study showed that the impact of COVID-19 on children with autism spectrum disorder and intellectually disabled children had a high degree. Also, the results showed that there are no statistically significant differences between the responses of parents of children with disabilities about the impacts of the COVID-19 attributed to the child’s sex, the type of the child’s disability, the parents’ education level. The study recommends Involve parents of children with disabilities during rerehabilitation sessions for their children so that they can train their children in desired behaviors in light of some crises such as the Corona pandemic.   Received: 4 August 2021 / Accepted: 23 September 2021 / Published: 5 November 2021

This study investigated the common play skills autism spectrum disorder and statistical differences in the playing skills of autistic children disorder that attribute to disorder severity and sex of the child. The study sample consisted of (163) teachers and parents of students with autism registered in government centers and institutes for the Ministry of Education and the Ministry of Social Affairs in Jeddah for the academic year 2020/2021, who were randomly selected. A questionnaire was adopted including (52) items divided into (4) dimensions to collect data about the playing skills of autistic children disorders, including basic play skills, individual play skills, symbolic play skills, and playing with others skills. The findings revealed that autistic children condition have generally moderate play skills. The findings also revealed that there are no statistically significant variations in playing skills between males and females with an autism spectrum disorder. In addition, the findings showed that there are statistically significant variations in play skills between autistic children disorders related to the severity of the disorder favor to children with simple disorder.

The purpose of the research was to measure how well an educational program helped ASD children with their basic communication and motor skills. In addition to determining the degree of the program's effectiveness in improving children with ASD's basic communication and motor skills after one month of participation. 40 children with ASD were split evenly between two groups of 20 (experimental) and 20 (control). The post-measurement communicative skills scale and basic motor skills mean scores of the control and experimental groups showed substantial statistical differences, favoring the experimental group. The study also revealed substantial statistical differences in the experimental groups mean scores in communication skills and basic motor skills before and after the program's implementation, favoring the dimensional measurement. Additionally, neither the post-test nor the follow-up assessments of the experimental group's communication skills or basic motor skills revealed any statistically significant changes. Keywords: Educational Program, Communication Skills, Basic Motor Skills, ASD

The current study aims to identify the impact of psychological stress among siblings of autistic children on their academic achievement, as well as identifying differences in the level of their academic achievement according to the variables of the normal brother: gender, age, educational level, and the variables of the autistic siblings: gender and age of autistic children in Jeddah. The quantitative approach was followed, depending on the questionnaire. The results revealed that the level of psychological stress and academic achievement were moderate. The results also showed that there were no significant differences due to the variable gender of the respondent, the gender of the autistic child, the age of the autistic children, the educational level, and the age of the sibling in relation to academic achievement. The results also showed that no relationship between psychological stress and academic achievement.   Keywords: psychological stress, academic achievement, siblings, autism spectrum disorder