تأثیر اضطراب اللغة البراجماتیة على اضطراب التواصل غیر اللفظی لدى الأطفال ذوی متلازمة إسبرجر The effect of pragmatic language disorder on nonverbal communication disorders in children with Asperger's syndrome

رضوى عاطف حلمی الشیمی, بسمة بنت ماهر بن بدیوی العتیبی
2020 التربیة (الأزهر) مجلة علمیة محکمة للبحوث التربویة والنفسیة والاجتماعیة)  
\ ‫ﻏﯿﺮ‬ ‫اﻟﺘﻮاﺻﻞ‬ ‫اﺿﻄﺮاب‬ ‫ﻋﻠﻰ‬ ‫اﻟﺒﺮاﺟﻤﺎﺗﯿﺔ‬ ‫اﻟﻠﻐﺔ‬ ‫اﺿﻄﺮاب‬ ‫ﺗﺄﺛﯿﺮ‬ ‫اﻟﻠﻔﻈﻲ‬ ‫ﻣﺘﻼزﻣﺔ‬ ‫ذوي‬ ‫اﻷطﻔﺎل‬ ‫ﻟﺪى‬ ‫إﺳﺒﺮﺟﺮ‬ ‫د‬ / ‫اﻟﺸﯿﻤﻲ‬ ‫ﺣﻠﻤﻲ‬ ‫ﻋﺎطﻒ‬ ‫رﺿﻮى‬ ‫د‬ / ‫ا‬ ‫ﺑﺪﯾﻮي‬ ‫ﺑﻦ‬ ‫ﻣﺎھﺮ‬ ‫ﺑﻨﺖ‬ ‫ﺑﺴﻤﺔ‬ ‫ﻟﻌﺘﯿﺒﻲ‬ 176 ‫اﻷزھﺮ‬ ‫ﺟﺎﻣﻌﺔ‬ ‫ﺑﺎﻟﻘﺎھﺮة‬ ‫اﻟﺘﺮﺑﯿﺔ‬ ‫ﻛﻠﯿﺔ‬ ‫اﻟﺘﺮﺑﯿﺔ‬ ‫ﻣﺠﻠﺔ‬ ‫اﻟﻌﺪد‬ ) : 188 ( ‫اﻟﺠﺰء‬ ، ) ‫اﻟﺜﺎﻟﺚ‬ ( ، ‫أﻛﺘﻮﺑﺮ‬ ‫ﻟﺴﻨﺔ‬ 2020 ‫م‬ Abstract: The aim of this research is to identify the effect of pragmatic language disorder in children with Asperger's syndrome on their nonverbal
more » ... onverbal communication disorders (eye contact -shared attention -emotional communication). To achieve the objectives of the study, a sample consisting of (22) children and girl children with Asperger's syndrome, whose ages ranged between (9-12) years, were selected in the regions of (Jeddah -Tabuk -Northern Borders). The pragmatic language disorder scale was developed in children with Asperger's syndrome, and a nonverbal communication questionnaire was developed for children with Asperger's syndrome, and the results of the research found a negative statistically significant correlation between pragmatic language disorder and non-verbal communication skills in children with Asperger's syndrome, and the absence of Statistically significant differences between the scores of children with Asperger syndrome, the study sample on the pragmatic language disorder scale and the non-verbal communication questionnaire according to the gender variable. ‫ﻏﯿﺮ‬ ‫اﻟﺘﻮاﺻﻞ‬ ‫اﺿﻄﺮاب‬ ‫ﻋﻠﻰ‬ ‫اﻟﺒﺮاﺟﻤﺎﺗﯿﺔ‬ ‫اﻟﻠﻐﺔ‬ ‫اﺿﻄﺮاب‬ ‫ﺗﺄﺛﯿﺮ‬ ‫اﻟﻠﻔﻈﻲ‬ ‫ﻣﺘﻼزﻣﺔ‬ ‫ذوي‬ ‫اﻷطﻔﺎل‬ ‫ﻟﺪى‬ ‫إﺳﺒﺮﺟﺮ‬ ‫د‬ / ‫اﻟﺸﯿﻤﻲ‬ ‫ﺣﻠﻤﻲ‬ ‫ﻋﺎطﻒ‬ ‫رﺿﻮى‬ ‫د‬ / ‫ا‬ ‫ﺑﺪﯾﻮي‬ ‫ﺑﻦ‬ ‫ﻣﺎھﺮ‬ ‫ﺑﻨﺖ‬ ‫ﺑﺴﻤﺔ‬ ‫ﻟﻌﺘﯿﺒﻲ‬ ‫اﻷزھﺮ‬ ‫ﺟﺎﻣﻌﺔ‬ ‫ﺑﺎﻟﻘﺎھﺮة‬ ‫اﻟﺘﺮﺑﯿﺔ‬ ‫ﻛﻠﯿﺔ‬ ‫اﻟﺘﺮﺑﯿﺔ‬ ‫ﻣﺠﻠﺔ‬ ‫اﻟﻌﺪد‬ ) : 188 ( ‫اﻟﺠﺰء‬ ، ) ‫اﻟﺜﺎﻟﺚ‬ ( ، ‫أﻛﺘﻮﺑﺮ‬ ‫ﻟﺴﻨﺔ‬ 2020 ‫م‬ ‫ﻏﯿﺮ‬ ‫اﻟﺘﻮاﺻﻞ‬ ‫اﺿﻄﺮاب‬ ‫ﻋﻠﻰ‬ ‫اﻟﺒﺮاﺟﻤﺎﺗﯿﺔ‬ ‫اﻟﻠﻐﺔ‬ ‫اﺿﻄﺮاب‬ ‫ﺗﺄﺛﯿﺮ‬ ‫اﻟﻠﻔﻈﻲ‬ ‫ﻣﺘﻼزﻣﺔ‬ ‫ذوي‬ ‫اﻷطﻔﺎل‬ ‫ﻟﺪى‬ ‫إﺳﺒﺮﺟﺮ‬ ‫د‬ / ‫اﻟﺸﯿﻤﻲ‬ ‫ﺣﻠﻤﻲ‬ ‫ﻋﺎطﻒ‬ ‫رﺿﻮى‬ ‫د‬ / ‫ا‬ ‫ﺑﺪﯾﻮي‬ ‫ﺑﻦ‬ ‫ﻣﺎھﺮ‬ ‫ﺑﻨﺖ‬ ‫ﺑﺴﻤﺔ‬ ‫ﻟﻌﺘﯿﺒﻲ‬ 180 ‫اﻷزھﺮ‬ ‫ﺟﺎﻣﻌﺔ‬ ‫ﺑﺎﻟﻘﺎھﺮة‬ ‫اﻟﺘﺮﺑﯿﺔ‬ ‫ﻛﻠﯿﺔ‬ ‫اﻟﺘﺮﺑﯿﺔ‬ ‫ﻣﺠﻠﺔ‬ ‫اﻟﻌﺪد‬ ) : 188 ( ‫اﻟﺠﺰء‬ ، ) ‫اﻟﺜﺎﻟﺚ‬ ( ، ‫أﻛﺘﻮﺑﺮ‬ ‫ﻟﺴﻨﺔ‬ 2020 ‫م‬ ‫ﻏﯿﺮ‬ ‫اﻟﺘﻮاﺻﻞ‬ ‫اﺿﻄﺮاب‬ ‫ﻋﻠﻰ‬ ‫اﻟﺒﺮاﺟﻤﺎﺗﯿﺔ‬ ‫اﻟﻠﻐﺔ‬ ‫اﺿﻄﺮاب‬ ‫ﺗﺄﺛﯿﺮ‬ ‫اﻟﻠﻔﻈﻲ‬ ‫ﻣﺘﻼزﻣﺔ‬ ‫ذوي‬ ‫اﻷطﻔﺎل‬ ‫ﻟﺪى‬ ‫إﺳﺒﺮﺟﺮ‬ ‫د‬ / ‫اﻟﺸﯿﻤﻲ‬ ‫ﺣﻠﻤﻲ‬ ‫ﻋﺎطﻒ‬ ‫رﺿﻮى‬ ‫د‬ / ‫ا‬ ‫ﺑﺪﯾﻮي‬ ‫ﺑﻦ‬ ‫ﻣﺎھﺮ‬ ‫ﺑﻨﺖ‬ ‫ﺑﺴﻤﺔ‬ ‫ﻟﻌﺘﯿﺒﻲ‬ ‫اﻷزھﺮ‬ ‫ﺟﺎﻣﻌﺔ‬ ‫ﺑﺎﻟﻘﺎھﺮة‬ ‫اﻟﺘﺮﺑﯿﺔ‬ ‫ﻛﻠﯿﺔ‬ ‫اﻟﺘﺮﺑﯿﺔ‬ ‫ﻣﺠﻠﺔ‬ ‫اﻟﻌﺪد‬ ) : 188 ( ‫اﻟﺠﺰء‬ ، ) ‫اﻟﺜﺎﻟﺚ‬ ( ، ‫أﻛﺘﻮﺑﺮ‬ ‫ﻟﺴﻨﺔ‬ 2020 ‫م‬ 183 ‫ﻏﯿﺮ‬ ‫اﻟﺘﻮاﺻﻞ‬ ‫اﺿﻄﺮاب‬ ‫ﻋﻠﻰ‬ ‫اﻟﺒﺮاﺟﻤﺎﺗﯿﺔ‬ ‫اﻟﻠﻐﺔ‬ ‫اﺿﻄﺮاب‬ ‫ﺗﺄﺛﯿﺮ‬ ‫اﻟﻠﻔﻈﻲ‬ ‫ﻣﺘﻼزﻣﺔ‬ ‫ذوي‬ ‫اﻷطﻔﺎل‬ ‫ﻟﺪى‬ ‫إﺳﺒﺮﺟﺮ‬ ‫د‬ / ‫اﻟﺸﯿﻤﻲ‬ ‫ﺣﻠﻤﻲ‬ ‫ﻋﺎطﻒ‬ ‫رﺿﻮى‬ ‫د‬ / ‫ا‬ ‫ﺑﺪﯾﻮي‬ ‫ﺑﻦ‬ ‫ﻣﺎھﺮ‬ ‫ﺑﻨﺖ‬ ‫ﺑﺴﻤﺔ‬ ‫ﻟﻌﺘﯿﺒﻲ‬ ‫ﻏﯿﺮ‬ ‫اﻟﺘﻮاﺻﻞ‬ ‫اﺿﻄﺮاب‬ ‫ﻋﻠﻰ‬ ‫اﻟﺒﺮاﺟﻤﺎﺗﯿﺔ‬ ‫اﻟﻠﻐﺔ‬ ‫اﺿﻄﺮاب‬ ‫ﺗﺄﺛﯿﺮ‬ ‫اﻟﻠﻔﻈﻲ‬ ‫ﻣﺘﻼزﻣﺔ‬ ‫ذوي‬ ‫اﻷطﻔﺎل‬ ‫ﻟﺪى‬ ‫إﺳﺒﺮﺟﺮ‬ ‫د‬ / ‫اﻟﺸﯿﻤﻲ‬ ‫ﺣﻠﻤﻲ‬ ‫ﻋﺎطﻒ‬ ‫رﺿﻮى‬ ‫د‬ / ‫ا‬ ‫ﺑﺪﯾﻮي‬ ‫ﺑﻦ‬ ‫ﻣﺎھﺮ‬ ‫ﺑﻨﺖ‬ ‫ﺑﺴﻤﺔ‬ ‫ﻟﻌﺘﯿﺒﻲ‬ 192 ‫ﻏﯿﺮ‬ ‫اﻟﺘﻮاﺻﻞ‬ ‫اﺿﻄﺮاب‬ ‫ﻋﻠﻰ‬ ‫اﻟﺒﺮاﺟﻤﺎﺗﯿﺔ‬ ‫اﻟﻠﻐﺔ‬ ‫اﺿﻄﺮاب‬ ‫ﺗﺄﺛﯿﺮ‬ ‫اﻟﻠﻔﻈﻲ‬ ‫ﻣﺘﻼزﻣﺔ‬ ‫ذوي‬ ‫اﻷطﻔﺎل‬ ‫ﻟﺪى‬ ‫إﺳﺒﺮﺟﺮ‬ ‫د‬ / ‫اﻟﺸﯿﻤﻲ‬ ‫ﺣﻠﻤﻲ‬ ‫ﻋﺎطﻒ‬ ‫رﺿﻮى‬ ‫د‬ / ‫ا‬ ‫ﺑﺪﯾﻮي‬ ‫ﺑﻦ‬ ‫ﻣﺎھﺮ‬ ‫ﺑﻨﺖ‬ ‫ﺑﺴﻤﺔ‬ ‫ﻟﻌﺘﯿﺒﻲ‬ 196 ‫ﻏﯿﺮ‬ ‫اﻟﺘﻮاﺻﻞ‬ ‫اﺿﻄﺮاب‬ ‫ﻋﻠﻰ‬ ‫اﻟﺒﺮاﺟﻤﺎﺗﯿﺔ‬ ‫اﻟﻠﻐﺔ‬ ‫اﺿﻄﺮاب‬ ‫ﺗﺄﺛﯿﺮ‬ ‫اﻟﻠﻔﻈﻲ‬ ‫ﻣﺘﻼزﻣﺔ‬ ‫ذوي‬ ‫اﻷطﻔﺎل‬ ‫ﻟﺪى‬ ‫إﺳﺒﺮﺟﺮ‬ ‫د‬ / ‫اﻟﺸﯿﻤﻲ‬ ‫ﺣﻠﻤﻲ‬ ‫ﻋﺎطﻒ‬ ‫رﺿﻮى‬ ‫د‬ / ‫ا‬ ‫ﺑﺪﯾﻮي‬ ‫ﺑﻦ‬ ‫ﻣﺎھﺮ‬ ‫ﺑﻨﺖ‬ ‫ﺑﺴﻤﺔ‬ ‫ﻟﻌﺘﯿﺒﻲ‬ ‫ﻏﯿﺮ‬ ‫اﻟﺘﻮاﺻﻞ‬ ‫اﺿﻄﺮاب‬ ‫ﻋﻠﻰ‬ ‫اﻟﺒﺮاﺟﻤﺎﺗﯿﺔ‬ ‫اﻟﻠﻐﺔ‬ ‫اﺿﻄﺮاب‬ ‫ﺗﺄﺛﯿﺮ‬ ‫اﻟﻠﻔﻈﻲ‬ ‫ﻣﺘﻼزﻣﺔ‬ ‫ذوي‬ ‫اﻷطﻔﺎل‬ ‫ﻟﺪى‬ ‫إﺳﺒﺮﺟﺮ‬ ‫د‬ / ‫اﻟﺸﯿﻤﻲ‬ ‫ﺣﻠﻤﻲ‬ ‫ﻋﺎطﻒ‬ ‫رﺿﻮى‬ ‫د‬ / ‫ا‬ ‫ﺑﺪﯾﻮي‬ ‫ﺑﻦ‬ ‫ﻣﺎھﺮ‬ ‫ﺑﻨﺖ‬ ‫ﺑﺴﻤﺔ‬ ‫ﻟﻌﺘﯿﺒﻲ‬ 204 ‫اﻷزھﺮ‬ ‫ﺟﺎﻣﻌﺔ‬ ‫ﺑﺎﻟﻘﺎھﺮة‬ ‫اﻟﺘﺮﺑﯿﺔ‬ ‫ﻛﻠﯿﺔ‬ ‫اﻟﺘﺮﺑﯿﺔ‬ ‫ﻣﺠﻠﺔ‬ ‫اﻟﻌﺪد‬ ) : 188 ( ‫اﻟﺠﺰء‬ ، ) ‫اﻟﺜﺎﻟﺚ‬ ( ، ‫أﻛﺘﻮﺑﺮ‬ ‫ﻟﺴﻨﺔ‬ 2020 ‫م‬ 205
doi:10.21608/jsrep.2020.141167 fatcat:pghynvl7dnfvxk2vby3byj6sju