**6. Conclusion**

Looking at the aforementioned studies, they can be distributed in the light of this evaluation, as the study that was concerned with dealing with it in a pattern of its dimensions only one year ago.) and … specific, specific, specific, specific, specific, specific, specific, specific, in the stimulus in the following studies, (chronological age, mental age, linguistic age) the members of the study sample such as the study [64–69] and it has been suggested that it is a characteristic associated with growth, language skills, and IQ ratios. While the study [70] indicated the possibility of teaching autistic people to respond to the items of a compatibility stimulus, while [71] it was shown [72] that it is a rapacious stimulus (DSM-3: 1980). To define the disorder, this situation in a state in the studies that investigated in the previous period, while in the studies of the following studies, other apartments investigated other characteristics of the stimulus, which are the multiplicity of the stimulus, the distance between the

items of the stimulus, the size and shape of the stimulus, and the study of [73–82] the correlation between family characteristics and food.

A study of the study of [83, 84] to the difficulties he face the above studies go beyond this view, with what was confirmed by the study [85] of paying attention to the stimuli that autistics are asked to direct their attention to.

The researcher suggests conducting the following scientific studies: an empirical study to apply the current study program to the advanced age stages of autism, a correlational study, a comparison between the severity of autism disorder and selective attention, and a correlative study of the effectiveness of communication development through visual communication strategies from the point of view of parents of autism class and longitudinal studies. To track the development of verbal and nonverbal communicative methods when using programs based on visual communication strategies with the autism category, and to study the development of the fourth stage of the program (the word-handling stage) and its impact on developing verbal communication responses.
