Effectiveness of Artificial Intelligence Applications in Developing Expressive Language Skills in Children with Autism Spectrum Disorder (Application of a Skill as a Model)

Document Type : Original Article

Authors

1 Special Education Supervisor Ministry of Education, Sultanate of Oman

2 Director of Special Education Department Ministry of Education, Sultanate of Oman

Abstract

The current study aimed to verify the effectiveness of artificial intelligence applications in enhancing and developing expressive language skills in a sample of children with autism spectrum disorder. The study sample consisted of 10 children with autism spectrum disorder, aged between 5-7 years, attending a rehabilitation center in the state of Nizwa, with an average chronological age of 72.08 months and a standard deviation of 8.02. Their IQ scores ranged from 80-95, with an average of 88.35 and a standard deviation of 7.26. They were divided into two equal and homogeneous groups, one control and the other experimental. The experimental method was used along with the application of the expressive language scale.
The study results indicated the effectiveness of the program used, based on the educational feedback strategy, in increasing the language skills of the participants, as their vocabulary significantly improved. The results also showed the continuity of this improvement during the follow-up period. The study concluded the importance of adopting this strategy in other intervention programs aimed at enhancing the speech abilities of children with autism spectrum disorder and reducing their common language problems.

Keywords

Main Subjects

References

American Psychiatric Association (2013). Diagnostic and Statistical Manual of Mental Disorder. Fifth Edition. American psychiatric Association. Washington (DC).
Binns, A. V., & Oram Cardy, J. (2019). Developmental social pragmatic interventions for preschoolers with autism spectrum disorder: A systematic review. Autism & Developmental Language Impairments, 4, 2396941518824497.
Chi, I. A. Y. (2019). Improving the social communication skills of children with autism through video self-modelling: an early efficacy study using single subject design.
Chojnicka, I., & Wawer, A. (2020). Social language in autism spectrum disorder: A computational analysis of sentiment and linguistic abstraction. Plosone, 15(3), e0229985.
Hurwitz, S., Ryan, T., & Kennedy, D. P. (2020). Developing Social Communication Skills Using Dual First-Person Video Recording Glasses: A Novel Intervention for Adolescents with Autism. Journal of Autism and Developmental Disorders, 50(3), 904-915.
Klusek, J., Martin, G. E., & Losh, M. (2014). A comparison of pragmatic language in boys with autism and fragile X syndrome. Journal of speech, language, and hearing research: JSLHR, 57(5), 1692–1707.
Nguyen, W., Ownsworth, T., Nicol, C., & Zimmerman, D. (2020). How I See and Feel About Myself: Domain-Specific SelfConcept and Self-Esteem in Autistic Adults. Frontiers in psychology, 11, 1-12.
Swineford, L. B., Thurm, A., Baird, G., Wetherby, A. M., & Swedo, S. (2014). Social (pragmatic) communication disorder: a research review of this new DSM-5 diagnostic category. Journal of neurodevelopmental disorders, 6(1), 1-8.
Vitásková, K. (2015, May). Pragmatic Language Level in Autism Spectrum Disorders from the Perspective of Speech and Language Therapy in the Czech Republic. In SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference (Vol. 3, pp. 260-272).
Vitásková, K., & Šebková, L. (2017). The variable professional perception in assessment of pragmatic language level in autism spectrum disorders and related developmental difficulties. Procedia-Social and Behavioral Sciences, 237, 1019-1025.
Yoder, p.& Watson, L. & Lambert, W., (2015): Valu- Added predictors of expressive and receptive language growth initially nonverbal preschoolers with autism spectrum disorder. journal of autism and developmental disorders, 45 (5), PP. 1254- 1270.
Young, E. C., Diehl, J. J., Morris, D., Hyman, S. L., & Bennetto, L. (2005). The use of two language tests to identify pragmatic language problems in children with autism spectrum disorders.
Translation of Arabic References:
Abdel Aal, S. M., Mohamed, A. A. B., & Moharram, N. M. G. (2022). A training program for developing language skills in children with autism spectrum disorder. Journal of Educational and Social Studies, 28(5.3), 29-68.
Adel, A. M. (2002). Diagnostic and programmatic study, series of special needs: Cairo. Part one, first edition. Dar Al-Rashad.
Adel, A. M. (2010). The effectiveness of a training program using games derived from the Stanford-Binet scale in developing language acquisition and improving the social use of language in autistic children. Journal of Childhood and Education (Alexandria University), 5(1), 17-72.
Adel, A. M., & Abir, A. A. M. (2020). Gilliam Autism Rating Scale-Third Edition (GARS-3) for diagnosing symptoms and severity of autism spectrum disorder. Journal of Childhood and Education (Alexandria University), 42(1), 41-76.
Al-Ghafri, H., & Attallah, M. (2020). The effectiveness of a training program based on the pragmatic use of language in developing social interaction and self-confidence in children with autism spectrum disorder. Education (Al-Azhar): A Scientific Journal for Educational, Psychological, and Social Research, 39(188), 198-234.
Ali, A. F., & Al-Enezi, M. N. (2018). The effectiveness of a training program for developing verbal communication skills in students with autism spectrum disorder and its impact on interaction. Arab Studies in Education and Psychology, 99(99), 155-179.
Ali, A. Y., Ismail, E. A. D., & Abdel Nabi, M. M. (2019). The effectiveness of a training program based on the ABLLS system in developing receptive and expressive language skills in children with autism [Master's thesis]. Faculty of Education, Damietta University.
Asim, D. (2014). The effectiveness of the Lovaas program in developing receptive and expressive language in autistic children [Doctoral dissertation, Institute of Educational Studies, Cairo University].
Audaros, R. (2016). The effectiveness of a training program in early intervention based on verbal behavior in developing communication skills in children with autism, master's thesis, College of Education, University of Emirates.
El-Sharkawy, M. A. R. (2018). Problems of the autistic child. Desouk: Dar Al-Ilm Wal-Iman.
El-Sharkawy, S. M. (2021). The impact of the COVID-19 pandemic on the language of mentally disabled children from the perspective of parents. Al-Kalim, 6(1), 255-270.
Fadel, R. M. (2015). The effectiveness of a training program using play in developing some communication skills in children with autism spectrum disorder [Master's thesis]. University of Damascus, Faculty of Education, Syria.
Fouad, M. A. (2023). The psychometric properties of the language communication scale in children with autism spectrum disorder. The Educational Journal of Adult Education, 5(4), 94-123.
Lashin, N. M. M. (2023). The effectiveness of a program based on language games to improve pragmatic language in mentally disabled children for better learning. Journal of the Faculty of Education, Mansoura University, 123(4), 2021-2044.
Omar, M. K. A. A. (2017). The effectiveness of a training program based on the use of educational feedback strategy in increasing expressive language acquisition in children with autism spectrum disorder. Journal of Special Education and Rehabilitation, 5(19, Part 1), 219-283.
Qudah, D. (2019). The effectiveness of a computerized early intervention program for developing oral expressive language skills in a group of children with Down syndrome. Journal of the Islamic University of Arabic Language and Social Sciences, 2(3), 143-166.
Radi, M. I. M. I. (2022). Effectiveness of a counseling program for developing language skills in children with autism spectrum disorder. Majalat Altufulat, 42(1), 468-487.
Saadawi, S. (2018). Effectiveness of a training program using the Makaton program to develop communication skills in children with autism spectrum disorder [Doctoral dissertation, Faculty of Education, Zagazig University].
Sayed, I., Abdel-Aty, G., Taha, A. G., & Mirhan, T. (2021). Psychometric properties of the expressive language skills scale in a sample of children with autism spectrum disorder. Dirasat fi al-Irshad al-Nafsi wa al-Tarbawi, 4(2), 73-101.
Sidqi, H. A., & Nadine, N. (2023). The effectiveness of a program based on the principles and strategies of naturalistic developmental behavioral interventions in improving language development in children with autism spectrum disorder. Dirasat fi al-Irshad al-Nafsi wa al-Tarbawi, 6(2), 18-60.
Subti, O. (2023). The role of educational technology in developing expressive language in children with hearing impairments. The Scientific Journal of Special Education, 5(1), 133-179.
Tawalbeh, T. A. R. (2019). The effect of a training program on developing pragmatic language skills in a sample of children with autism spectrum disorder in Jordan [Unpublished master's thesis]. Faculty of Education, Yarmouk University, Jordan.

Files

Share

How to cite

Statistics