The present study aimed to determine the effectiveness of a training program for
the development of non-verbal behavioral in a sample of (8) autistic children
aged (4-8 years). The hypotheses of the study, the researcher built a checklist to
rate
the behaviors verify composed of (27) items divided into four dimensions:
(focus and attention, emotional expressions, communication and indicative
tradition, gestures and physical conditions), after being extracted with
connotations of validity and reliability the appropriate. The researcher used the
standard childhood autism rating scale (CARS) and the autistic behavior
checklist (ABC) to homogeneity of the sample.
The results of the study indicated the effectiveness of the training program in the
development of non-verbal target behaviors in children with autism sample and
to varying degrees, though most in the focus and attention and dimension at least
in the gestures and physical conditions.
This study aimed to identify the effects of a training programme on
the development of listening skills and Academic Self –concept for
Visually Impaired students.
The aim of the research is to identify the skills of organizing the
school exhibitions needed for the teachers of art institute in the city
of Hama, and know the effectiveness of a proposed training
program in developing these skills.
The study sought to determine the effectiveness of a training program based on the theory of cognitive flexibility in developing some habits of productive mind and preferred learning methods among female student teachers, by identifying the level of
habits of mind necessary for female student teachers in kindergartens and their preferred learning methods, and determining the procedures of the training program based on the theory of cognitive flexibility. To study its effectiveness in developing some habits of the productive mind and to know the percentage of the contribution of the habits of the productive mind to their preferred learning methods, so the study followed the quasi-experimental approach by designing two equal groups (control and experimental), by preparing a scale of the sixteen habits of the productive mind according to Costa & Kallick’s list. (2009) and a measure of productive mind habits necessary for female kindergarten students, and applying Felder and Silverman’s preferred learning styles scale (Index of learning style, 1999), on a purposive sample consisting of (46) female kindergarten students from the third year because they are in the intermediate learning stage according to the theory. Cognitive flexibility, as the sample represents 20% of the research population, and the results of the study revealed a low level of six habits of the productive mind in the sample: perseverance, control of recklessness, flexibility of thinking, creativity, continuous learning, and striving for accuracy. The sample’s learning preferences also varied between... Methods of processing, perception, input and thinking. The results showed the effectiveness of the training program based on the theory of cognitive flexibility in developing the necessary productive mind habits for kindergarten students. The results also revealed the contribution of productive mind habits to preferences for learning methods, as the habits of the productive mind individually predict preferred learning methods in proportion. It ranges from 31% to 64% in the post-measurement, and the six habits of the productive mind contribute together over time, as they predict preferred learning methods by rates ranging from 18% to 63.8%, with the exception of the processing style, of which the creativity habit predicted 34%. Some Recommendations in light of these results.
