**Abstract**

This study investigates the concept of selective attention and its significance in fostering desired behavioral changes, both verbal and nonverbal, in autistic children. The research involved implementing a specialized behavioral program as part of the daily routine for a group of male children aged 3–6 years. The program was conducted over a period of 35 days, with one-hour sessions each day. For the outcome assessment, several tools were utilized, including diagnostic criteria for autism, a social adaptation scale tailored to the Jordanian environment, and the Schiller Behavior Assessment Scale. The CARS, adapted for the Saudi environment, was also employed. Prior to implementation, no statistically significant differences were observed in the average scores for verbal and nonverbal communication, responses to selective attention (specifically involving objects), and the development in interpersonal communication. However, after the implementation, significant differences were found in these areas. In addition to the aforementioned results, the study recommendations emphasized the importance of employing visual communication strategies and organized environments in autism programs. Furthermore, the inclusion of autistic children in training programs to enhance fundamental learning skills, image concept training with non-distracting backgrounds, and the establishment of support rooms within autism care centers to address communication weaknesses were also highlighted.

**Keywords:** attentional processing, quasi-experimental, cognitive training, communication skills, behavior modification
