The Effect of Using an Arabic Assistive Application on Improving the Ability of Children with Autism Spectrum Disorder to Comprehend and Answer Content Questions

Zibin, Aseel; Altakhaineh, Abdel Rahman Mitib; Suleiman, Dima; Al Abdallat, Bassam

doi:10.1007/s10936-023-10019-8

Cited by 5 publications

(4 citation statements)

References 44 publications

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“…Certain children with ASD may find the "mafʕu:l" passive structure to be more instinctive or simpler to use and understand, due to their cognitive abilities and limitations. These may include their ability to focus on specific details, their preference for concrete language, or their challenges with abstract thinking (see Zibin et al, 2023).…”

Section: Resultsmentioning

confidence: 99%

“…Five representative images were employed to assess the capacity of children with ASD to grasp passive voice, as detailed in Appendix 1. The selected pictures were determined in collaboration with the teachers at the center who work with the children, ensuring that the children were acquainted with the images and that the colors used in the pictures did not cause any discomfort to them (see Zibin et al, 2023). Images were employed for data collection because they have been reported as a valuable method for assessing children with ASD, as demonstrated in studies such as Charlop-Christy et al ( 2002), Ganz and Simpson (2004), Alkhatib (2019), and.…”

Section: Methodsmentioning

confidence: 99%

“…Another recent study was conducted by Zibin et al (2023), wherein they argued that children diagnosed with ASD experience difficulties with language that are specifically related to syntax. Specifically, young children encounter challenges in understanding and responding to intricate linguistic patterns in Arabic.…”

Section: Previous Studiesmentioning

confidence: 99%

“…Structural language is one of the salient aspects that is universally affected due to several complex factors, as stated by Boucher (2011). However, early studies on the relationship between language impairments and ASD focused on aspects related to socialization, such as pragmatic deficits, while the investigation into the development of formal levels, such as syntax, phonology, and morphology, has been relatively limited (Chin & Bernard-Opitz, 2000;Reddy et al, 2002;Zibin et al, 2023). Thus, understanding the linguistic problems encountered by children with ASD, such as difficulties in acquiring syntactic structures, enhances our comprehension of how the disorder affects language development.…”

Section: Introductionmentioning

confidence: 99%

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The Production of Jordanian Arabic Passive Structures by Children with Autism Spectrum Disorder

AL-Junaid,

Thneibat,

Altakhaineh

et al. 2024

Psycholing.

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Aims. This study explores the acquisition of passive structures in Jordanian Arabic by ten children diagnosed with Autism Spectrum Disorder (ASD). It aims to identify the preferred passive structure among these children and investigate the underlying reasons for their preference. Methods. The research included a sample of 10 male children with ASD, with an average age of eleven, enrolled at the Tawasul Center for Autism in Amman, Jordan. The choice of Jordanian Arabic (JA) as the participants' native language facilitated effective communication, given that the researchers were also native speakers of JA. Participants were asked to narrate events depicted in five different pictures, and their responses, categorized into two passive structures (mafʕu:l and ʔnfaʕal), were recorded. Results. Based on the results of the statistical analysis, it was revealed that mafu:l passive structures was used more often than ʔnfaʕal structures. We argue that mafʕu:l passive structure is used more frequently by children with ASD because acquiring nouns is easier than acquiring inflected words due to the noun bias principle and entity-oriented principle. Additional factors include structural simplicity, frequency of encounters, relevance across various settings, and the variances in cognitive and linguistic processing capacities.

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Section: Resultsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Previous Studiesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

The Production of Jordanian Arabic Passive Structures by Children with Autism Spectrum Disorder

AL-Junaid,

Thneibat,

Altakhaineh

et al. 2024

Psycholing.

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Investigating Arabic-speaking EFL learners’ understanding of French gender markers: a typological primacy model approach to a third language

Zibin,

Allawama,

Akayleh

et al. 2024

Cogent Arts & Humanities

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Analysis of Language Developmental Supporters for Multicultural Family’s Perception and Demand on IT-based Pragmatic Language Intervention

Yun,

Jung,

Choi

et al. 2024

Commun Sci Disord

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Objectives: This survey study investigated the perception of supporters of language development for multicultural families (the supporters) in regards to the pragmatic language difficulties of multicultural children, the importance of intervention, and the demand for an IT-based pragmatic language intervention program. Methods: Among a total of 300 supporters across the country, 159 completed questionnaires, which were used for the analysis. The questionnaire consisted of the respondents’ background information; experience of pragmatic language intervention; perception of pragmatic language difficulties of multicultural children and importance of intervention, and demands of IT-based pragmatic language intervention program. Results: The supporters with 4 years or more of experience reported the children to have greater pragmatic language difficulties compared with those with those with less than 4 years of experience. No statistically significant differences were found in the perceptions of the importance of pragmatic language intervention for multicultural children. The supporters indicated that the most useful IT-based pragmatic language intervention program would be ‘materials offer type’, followed by ‘pragmatic-language-intervention-related parent education type’, and ‘evaluation type’ respectively. Also, the respondents indicated that ‘pragmatic-language-intervention-related parent education type’ would be the most useful for the parents followed by ‘problem solving type’, and ‘learning type’ in the order listed. Conclusion: The supporters were highly aware of the pragmatic language difficulties of multicultural children and the importance of intervention, and the survey results indicated that they needed active support. The results of this study can be used as basic data when a follow-up study is conducted to develop an IT-based pragmatic language intervention program.

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The Effect of Using an Arabic Assistive Application on Improving the Ability of Children with Autism Spectrum Disorder to Comprehend and Answer Content Questions

Cited by 5 publications

References 44 publications

The Production of Jordanian Arabic Passive Structures by Children with Autism Spectrum Disorder

The Production of Jordanian Arabic Passive Structures by Children with Autism Spectrum Disorder

Investigating Arabic-speaking EFL learners’ understanding of French gender markers: a typological primacy model approach to a third language

Analysis of Language Developmental Supporters for Multicultural Family’s Perception and Demand on IT-based Pragmatic Language Intervention

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