Scientific writing is the final product of research and can take the form of a master’s or doctoral thesis or a peer reviewed journal article. It must follow the appropriate format and style of scientific writing. We verify the effectiveness of a training program in improving the scientific writing skills of 26 postgraduate students at King Faisal University's College of Education. A quasi-experimental approach was used. The sample was divided into 13 experimental group and 13 control group. A scientific writing skills scale and training program (both developed by the researchers) were used. The results showed that there was a statistically significant difference between the mean ranks of the experimental and control groups on the post-test in favor of the experimental group. The results also revealed a statistically significant difference between the mean ranks of the experimental group on the pre-and post-tests in favor of the post-test, the findings of the study indicate that the training program was effective in improving the scientific writing skills of the participants.

Many students with autism-spectrum disorder (ASD) suffer from problems with social communication and social interaction, which inhibit their academic and personal lives. This research has evaluated the effectiveness of a training program that used the smart board (SB) to improve social communication and interaction skills in a sample of 20 students with ASD, aged 8–13. Ten of those students underwent the training program, constituting the experimental group, while the other 10 who did not undergo training, serve as the control group. The study employed a quasi-experimental approach using components, both developed by the researchers of this study: the training program just described and social communication and a social- interactive skills scale (SCSISS). The results showed a difference (p>0.05) between the experimental and the control groups on the SCSISS in the post-test (i.e., post-training test) in favour of the experimental group. There was furthermore a difference (p>0.05) between the experimental group on the SCSISS in the pre-test and in the post-test in favour of the post-tests. There was no difference between the experimental group on the SCSISS in the post-test and in the follow-up tests. Thus, the study’s findings suggest that the use of the SB should be expanded in the Autism Institute and integration schools, due to its significant benefit in improving social communication and social-interaction skills in students with ASD.

Attitude toward creativity may play a central role in developing creative abilities in gifted children with autism spectrum disorder (ASD), so, examining attitudes toward creativity is important. This empirical research evaluated the effectiveness of a training program to develop attitudes toward creativity, that is, training that encourages the production of a wide range of ideas marked by freshness and originality in the realms of talent; these ideas should be practical and beneficial, and well received in the community in which these gifted children live). The sample involved six gifted children with ASD, aged between 8 and 12 years. A quasi-experimental approach was used, the Scale of Attitude toward Creativity was applied, and the training program was presented by the researcher. The results show a statistically significant difference (p<0.05) between the mean ranks of participants on the Scale of Attitude toward Creativity before and after the application of the training program, in favor of the post-test. After two months, a follow-up application of the Scale of Attitude toward Creativity found no statistically significant difference between the mean ranks of participants between the second and third evaluation. In light of these findings, the researcher recommends that the necessary services and funds are provided to develop the talents of gifted children with ASD. Specialized programs should be pursued in the fields of the talents discovered in these children. Research in the field of giftedness and ASD should be strengthened and gifted children with ASD must participate and be included in various relevant programs and events.

The current study aimed to verify the psychometric properties of the attention deficit and hyperactivity disorder scale, among a sample of Saudi children. The researcher designed the instrument of study according to the Saudi environment. The sample consisted of (1120) boys and girls who are enrolled in a number of primary and middle schools in the governorates (Al- Ahsa, Riyadh, and Tabuk). The findings of the study revealed that the attention deficit and hyperactivity disorder scale has interceder reliability, face and factorial validity, and has high reliability by using Cronbach's alpha, and method of split- half. The study recommended on one hand to use the attention deficit and hyperactivity disorder scale in the study community, and extract of local criteria on the other hand.