**5. Discussion**

The Meaning of Selective Attention: In the discussion section, it is important to provide a detailed explanation of the concept of selective attention. Selective attention refers to the ability to focus on specific information or stimuli while filtering out irrelevant or distracting stimuli. It plays a crucial role in cognitive processes, including perception, learning, and communication [20]. By training selective attention in children with autism, it is possible to enhance their ability to attend to relevant information, which can have a positive impact on their communication skills. Acquiring Basic Skills: Based on the results of the study and practical experience in the field, it is recommended to prioritize the acquisition of basic skills in training programs for children with autism. This can be achieved through a gradual and systematic approach that focuses on skill development in areas such as communication, self-control, and social interaction [63]. By providing structured and tailored interventions that target these core skills, it is possible to facilitate meaningful improvements in the overall functioning of children with autism.

Integration into Appropriate Group: In addition to skill acquisition, it is crucial to consider the integration of children with autism into appropriate social groups. This can be achieved by creating supportive environments within autism care centers that cater to the specific needs of these individuals. By establishing support rooms or designated spaces, children with autism can receive the necessary support and guidance to improve their communication skills in a comfortable and accommodating setting [23]. Visual Communication Strategies: Visual communication strategies have proven to be effective in enhancing communication and comprehension in children with autism. Interventions that incorporate visual supports, such as visual schedules and aids, can facilitate understanding and promote communication skills [22]. Therefore, it is recommended to utilize visual communication strategies as an integral part of autism programs, as they can significantly contribute to the overall success of interventions.

Training Positions and Alternative Communication Methods: To further support the development of communication skills, it is essential to hire and create training positions dedicated to this goal. These positions can be filled by professionals with expertise in autism and communication disorders, who can provide specialized guidance and training to children with autism. Additionally, alternative communication methods, such as the use of augmentative and alternative communication (AAC) systems, should be explored to enhance communication abilities in children who may have difficulties with verbal communication [20]. By incorporating these recommendations into autism programs, it is possible to optimize the effectiveness of interventions and promote positive outcomes in the communication abilities of children with autism.

In Light of the results of the study, and based on the researcher's practical experience in this field … raises the level of acquiring basic skills for training, gradual gradation, communication, self-control (not gradual), and then gradual integrating it into an appropriate group and finding a support room within the centers that provide A rehabilitation service for the autism category, in order to support the educational, communicative and non-verbal aspects of the autism category and work on developing communication skills (verbal and non-verbal) as a primary element in the program provided for the autism category, which is done by hiring and creating training positions for this goal in addition to alternative and new mail, and communication

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

and use the image. Starting with the preferred elements and inserting the word after realizing the concept of the image in the autism category and training in pronunciation through the verbal memorization of the word. A singular synonym with every performance activity and the repetition of using the word in the first person during verbal indoctrination such as (playing, eating ..) contributes to the emergence of functional language and activation of a dedicated time through the computer (personal computer) and activation of television viewing times through the media and comment on the course of work and its adoption The (negative) saturation of the method of using communication strategies in the educational environment and experimenting with time for music activities (the hips, piano, drums) because it strengthens the auditory-motor synergy, as the activities focus on strengthening the visual-motor synergy The second phase of the program has begun with the preprepared children.

And the scales used with the autism category, the clinical criteria extracted from the DSM-4R (the Arabized image) to estimate the severity of autism disorder in the case and to deal with caution with the results of the mental state extracted from the adaptive behavior scale, so that they are not taken as an indication of the child's mental state with autism and the final result of the CARS scale agrees With the clinical criteria DSM-4R (the Arabized image), the appropriateness of each of them is proven in the assessment and diagnosis of autism disorder. The researcher also recommends the importance of using a specific scale to monitor aspects of development in line with the characteristics of the autism category when applying the behavioral treatment program. The CARS scale can be used and developed to suit the For this purpose, the researcher proposes an empirical study to apply the current study program to the advanced age stages of the autism category, a correlational study, a comparison between the severity of autism disorder and selective attention, and a correlative study of the effectiveness of developing communication through visual communication strategies from the point of view of parents of the autism category, and longitudinal studies to track the development of methods Verbal and nonverbal communication when using programs based on visual communication strategies The autism category and the study of the development of the fourth stage of the program (the stage of dealing with words) and its impact on the development of verbal communication responses.
