الفهرس 
الفصل الأول مدخل الدراسةيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
Autism spectrum disorder is one of the most difficult developmental disorders in terms of its impact on the child’s behavior, mental health and social development, and then its impact on the quality of life of children with it, as this disorder becomes an impenetrable barrier that prevents these children from engaging in effective positive social interactions and relationships.
The deficiency of the tasks of the mind theory in children and adults with autism is one of the topics that were codified in a distinct way, and it was possible to attribute the high rates of problems of mind theory tasks in people with autism spectrum disorder to the prevalence of auditory stimuli compared to the rest of the individuals.
The problem
The problem of the current study may be represented by the following main – question:
What is the effectiveness of the computer-assisted training program in improving the tasks of mind theory in children with autism spectrum disorder?
Other sub-question are raised as follows:
1) What are the differences between the experimental and control groups in the post measurement of the tasks of mind theory?
2) What are the differences between the pre and post measurements of the tasks of mind theory of the experimental group?
3) What are the differences between the post and track measurements of the tasks of mind theory of the experimental group?
Objectives
The current study aims to verify the effectiveness of a computer-assisted program in improving the tasks of mind theory in children with autism spectrum disorder.
Significance
The importance of the study is as follows:
A - Theoretical importance:
1 - The importance of the study stems from the type of problem you are exposed to as it deals with the tasks of mind theory in children with autism spectrum disorder.
2 - The scarcity of studies conducted on children with autism spectrum disorder dealing with the functions of mind theory, at the local level - within the limits of the researcher’s knowledge.
3 - The researcher reviews in her study some Arab and foreign research and studies that deal with the problems of children with autism spectrum disorder, including the problem of reducing the tasks of mind theory - for example, and not limited to - until the growth and accumulation of science is achieved.
B - Applied importance:
1 - The importance of the study can be traced back to the provision of training programs that were prepared in order to contribute to improving the tasks of the mind theory of children with autism spectrum disorder by presenting the psychological heritage of disability as a whole, including previous studies that show what training strategies were used.
2- Designing psychometric tools that contribute to defining more accurately and better understanding the tasks of mind theory in children with autism spectrum disorder.
3 - Involving parents in implementing some sessions of the program by guiding and training them on methods used to improve the tasks of mind theory.
Hypotheses
1) There are statistically significant differences between the mean scores of the members of the experimental and control groups in the post measurement of the tasks of mind theory in favor of the experimental group.
2) There are statistically significant differences between the mean scores of the members of the experimental group in the pre and post measurement of the functions of the mind theory in favor of the post measurement.
3) There are no statistically significant differences between the mean scores of the members of the experimental group in the dimensional and consecutive measurement of the tasks of mind theory.
Delimitations
The current study is determined by the following determinants:
1) Curriculum of the study:
The study is based on the experimental approach, in pursuit of its objectives.
2) The study sample
The study was conducted on a group of children with autism spectrum disorder in the Association of Light and Hope and the Association will, and they were divided into two groups:
A- The Psychometric Efficiency Verification Sample:
The psychometric proficiency verification sample consisted of (30) children with autism, whose time ranges between (9-12) years.
B- The basic sample:
The main sample consisted of the total number of children (49), and the Gilliam scale was applied to determine the degree of autism, so (8) children with severe autism were excluded, and from this the sample went (41) children. The intelligence scale was applied, so (11) children were excluded because the laboratory Their intelligence was less than (65), hence the sample went (30) children, and a measure of the socio-cultural economic level was applied to them, so (7) children with a low socio-economic and cultural level were excluded, hence the sample went (23) children, and a scale of theoretical tasks scale was applied The mind was excluded (13) children are raised with the functions of the theory of mind and from this the sample went (10) children with the tasks of the theory of mind decreased, they were relied upon as a basic sample in the current study, and their ages ranged between (9-12) years with an average age of ( 10.52) and a standard deviation (0.88), and their autism disorder coefficient ranged between (90 - 110) in a medium degree, and the intelligence coefficient is between (65 - 75), and the economic, social and cultural level is between (230 - 240).
3) Study tools
It is represented as follows:
Stanford Scale - Interpretation of Intelligence (Fifth Image) (Prepared by Mahmoud Abu El-Nile, 2011).
Gilliam Standard for Diagnosing Autism (Standardization: Muhammad Abd al-Rahman, Mona Hassan, 2004).
The scale of the tasks of mind theory (prepared by the researcher).
Computer-assisted training program (prepared by the researcher).
4) Statistical Methods
1- Wilcoxon Test
2- Mann – Whitney Test.
3- Pearson correlation coefficient.
4- Averages and standard deviations
The statistical data are analyzed by SPSS.
Results
The results of the study resulted in the presence of statistically significant differences at the level of significance (0.01) between the mean levels of the degrees of the experimental and control groups in the tasks of mind theory in favor of the experimental group, and the presence of statistically significant differences at the level of significance (0.05) between the average levels of degrees of pre and post measurements in tasks The theory of the mind of the experimental group in favor of telemetry, as it resulted in the absence of statistically significant differences between the mean levels of the degrees of dimensional and consecutive measurements in the tasks of mind theory of the experimental group.