The current research aims to bulid a scale to measure the stereotyped behaviors for children with autism spectrum disorder and verify its psychometric properties,The research applied it to a sample Consisted of (11)eleven of those responsible for the caring and rehabilitation children with autism spectrum disorder (Parents-Specialists)their children ranged from(6-9) years Males and Females(7Males-4Females).To verify the validity of the Scale, the researcher used three methods :Validity of arbitrators-Validity of criterion and Validity of discriminant .the stability of the scale was also verified by:re-testing , Alpha Kronbach and split half.the results of the research reached:Stereotyped behavior scale for children with autism spectrum disorder has a good psychometric properties,and therefore can be used with ahigh degree of confidence.

The research aimed to explore the relationship between academic burnout and cognitive distortions, and the relationship between academic burnout and types of cognitive distortions, and the contribution of cognitive distortions in predicting academic burnout among university students. Descriptive method was followed for its suitability to the objectives of the study. The research sample consisted of (205) male and female students at the Faculty of Education, Fayoum University (28 males and 177 females), age ranged between (18-22), with mean age (20.14) years, (SD= 1.492). Academic Burnout Scale (by the researchers), and the Cognitive Distortion Scale (Ahmed Haroun, 2017) were used. The search results revealed that there is a statistically significant positive relationship between cognitive distortions and academic burnout at the level of significance (0.01). and cognitive distortions contribute in explaining (13.4%) of academic burnout variance, It was found that the two types of cognitive distortions (exaggerating goals, standards, and levels of performance, and generalizing ideas of failure) are able to predict academic burnout among university students. furthermore, they explained (29.4%) of academic burnout among university students, While the type of (self-blame and self-flagellation) did not reach the level of significance, and the effect of the type of generalization of ideas of failure had a higher impact on the level of academic burnout, then the type of exaggeration in goals, standards, and levels of performance.

The research aimed to explore the differences in academic burnout among university students in the light of some demographic variables; gender, academic specialization, and grade (academic year). Descriptive method was followed for its suitability to the objectives of the study, research sample consisted of (205) male and female students at the Faculty of Education, Fayoum University (28 males and 177 females). The research sample included the four academic years for the academic year 2021/2022. age ranged between (18-22), with mean age (20.14) (SD = 1.492). The results of the research revealed that there were no statistically significant differences in academic burnout according to the gender variable, also there were no differences in academic burnout attributable to the academic specialization variable (scientific, literary), furthermore there were statistically significant differences in academic burnout according to grade (academic year) in the direction of the fourth year.

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