No abstract

No abstract

The study aimed to validate the Adaptive Behavior Assessment System )ABAS-3) teachers' form on Omani children with mild and moderate intellectual disabilities. The sample consisted of )410( students from Muscat school of children with intellectual disabilities and from mainstream schools in four governorates in Oman. A cross sectional design was used to answer the research questions. The findings showed adequate psychometric properties of the Omani version of the ABAS-3. Three methods were used to test the scale validity: face validity, discriminant validity and concurrent validity. Face validity showed the appropriateness of the scale items to the Omani context. While the discriminant validity results showed the ability of the scale to discriminate between normal and children with intellectual disabilities. Furthermore, testing concurrent validity involved examining the correlation between children'scores on Raven's Progresssive Matrices and on ABAS-3. The correlation coefficient was (0.81). Inter-rater reliability, internal consistency, and test-retest were examined to test reliability estimates. The correlation coefficient between teacher's scores and parent's scores was (0.97); internal consistency of Cronbach's Alpha was (0.99); while test-retest produced the correlation coefficient of (0.97), these results indicated that the scale is highly reliable. A One Way ANOVA revealed significant differences among the sample age groups. Omani Norms for the sample of the study were obtained using percentile ranks based on the age group.

The current study aimed at identifying the relationship between visual selective attention and stereotyped behavior among children with autism spectrum disorder. It also attempted to investigate differences in the aforementioned variables according to the gender factor. Basic sample of this study consisted of 30 children with autism spectrum disorder between 4 and 6 years of age and their mothers. They were recruited from Marah Centre and Nour El Hayah Association in Zagazig. To collect data, CARS autism rating scale, visual selective attention scale (Prepared by the researcher) and the training program (Prepared by the researcher) and stereotyped behavior (Bourreau et al., 2009) which was translated by the researcher were utilized. Results indicated that there was a statistically significant inverse relationship between both variables of visual selective attention and stereotyped behavior among children with autism spectrum disorder. There were also statistically significant differences in both variables attributed to gender.