**3. Methodology**

The current study relied on the quasi-experimental approach as an experimental study aimed at applying a behavioral program based on training and behavioral practice to activate the pattern of selective attention in a sample of children with autism to develop verbal and nonverbal communication responses to them. The study also relies on the quasi-experimental design with two group, As the researcher in the quasiexperimental method does not adhere to the limits of reality, but tries to reshape it by introducing changes to it and measuring the impact of these changes and the results they bring about. Due to the small number of centers that provide specialized services for this category, the study population represents all autistic children applying to join the Jeddah Autism Center for Girls affiliated to the Ministry of Education, and children with-autism applying to the desired Hope Center in Makkah who meet the initial conditions for admission to the center. The study sample consisted of (8) male children between the ages of (3–6) years diagnosed with autism of moderate severity according to the list of clinical symptoms of autism disorder, and no systematic training procedure had been applied to them before, and they were homogenized in each of the dimensions of adaptive behavior and case level. Mentality, level of autistic symptoms, and verbal and nonverbal communication styles. In the current study, the researcher applied the following tools a list of clinical symptoms of autism spectrum disorder according to Izza Al-Ghamdi, [60], social Adaptation Scale (all-risk: 1998), the Schipler Scale for assessing the behavior of the autistic child [61], the observation form prepared by the researcher and behavioral program prepared by the researcher. Psychometric properties, clinical symptoms of autism disorder (Arabization and preparation, Azza Al-Ghamdi, [51]).

The researcher used to determine the level of disorder among the children in the study sample. This fifteen-item list is from the Diagnostic and Statistical Manual of Mental Disorders - Revised Version (DSM-4-TR: 2000) and is designed on a quadrilateral scale (never applicable = small, applies little = 1, applies a lot = 2, always = 3) The high score in the list items reflects the severity of the child's autism disorder, which hinders his performance inside the home and school and hinders his relationship with others. The list provided high standards of validity and reliability. The validity of the list was verified through logical honesty. The list was presented to (8 arbitrators), and the percentages of arbitrators' agreement ranged between (88% and 100%), and thus all the items of the list were saved as mentioned in (DSM-4). TR: 2000) and in order to find out the internal consistency, the list was applied to a sample of (60) children with autism and mentally retarded children enrolled in the Institute of Intellectual Education, statistically at the level of (0.01), and for the validity of the discriminatory, the list was applied to a sample of normal children (n = 48). And a sample of children with autism (n = 37), and the significance of the differences between the scores of the members of the two groups was reached through the t-test (t = 12.36), which is statistically significant at the level of significance (0.01), which indicates that the list has a high discriminatory ability As for the stability of the list, it was calculated through re-submission, and the list was applied to a sample of children with autism, which numbered (32) children, and the test was re-applied at an interval of three weeks, and the correlation coefficient between the two estimates was (0.842), which is a high coefficient in the half of the segmentation where the Calculating the correlation coefficient between the odd and even statements in the list and its value was (0.482), and after correcting the length using the Spearman and Brown equation,

*Unlocking Potential: Exploring the Impact of Selective Attention Training on Enhancing… DOI: http://dx.doi.org/10.5772/intechopen.113055*

the reliability coefficient became for the list as a whole (0.914), which is a high value that indicates the stability of the scale, Appendix (7) and the scale of social adaptation [62].

The researcher used this scale in the current study as a result of several considerations by modifying and approaching aspects of the variables in the selected sample. The largest number of information related to the capabilities of the sample in various aspects in a record period of time and the difficulty of applying performance intelligence tests with children with autism in early childhood who did not undergo any of the educational exercises organized before, the results of these tests are limited to one aspect, and the researcher needs to know detailed information about each case, which is provided by the sub-items of each main item in the scale, to employ these skills through the proposed program, and to define this scale this scale was prepared in Its original form by (Nihira et al.) at the instigation of the American Association for Mental Retardation as a result of criticisms of traditional measures of intelligence in measuring and diagnosing mental disabilities, and there are many indications of structural validity, global validity, predictive validity and associated validity. The scale in its original form, and the scale was standardized in its modified form in (1975, 1981) on a sample of (2600) children with disabilities and ordinary children in the age groups (7–13 years) in the American community. It has access to relative tables and graphic pages. Children's performance at the levels of psychological state (normal, mild disability, severe disability) [62].

### **4. Results**

There are no statistically significant differences in the average scores of autistic children in the group (experimental control) on the verbal communication dimension in the scale of assessment of infantile autism after applying the behavioral program to activate selective attention in favor of the experimental group. Beside there are no statistically significant differences in the average scores of autistic children in the group (experimental control) on the non-verbal communication dimension in the scale for assessing infantile autism after applying the behavioral program to activate selective attention in favor of the experimental group. The study shows there are no statistically significant differences in the average scores of autistic children in the group (experimental control) on the specific dimension of selective addictive responses (after sustaining objects) in measures of assessment of infantile autism after applying the behavioral program to activate selective attention in favor of the experimental group.

Also, There are no statistically significant differences in the average scores of autistic children in the group (experimental control) on the dimension of the relationship with people in measures of estimating infantile autism after applying the galactic program to activate selective attention in favor of the experimental group. Finally, There are no statistically significant differences in the average scores of autistic children in the group (experimental control) on the dimensions (imitation and simulation, emotional response, use of the body, adaptation to change, visual response, listening response, response and use of taste, smell and touch, fear and anxiety nervousness, Activity level, level and stability of mental response, impressions) in the Childhood Autism Rating Scale after applying the behavioral program to activate selective attention for the benefit of the experimental group.
