**2. The need of this study**

The need for this study arises from the importance of further understanding the impact of selective attention training on enhancing communication in children with autism. Recent research has shown promising results in the use of selective attention training interventions for improving communication skills in children with autism [20, 21].

One area of interest is the use of visual communication strategies in autism programs. Studies have demonstrated that incorporating visual supports, such as visual schedules and visual aids, can enhance communication and comprehension in children with autism [22, 23]. By investigating the impact of selective attention training on the utilization of visual communication strategies, this study can contribute to the development of more effective and tailored interventions.

Furthermore, there is a growing recognition of the importance of environmental factors in autism programs. Organizing the environment to minimize distractions and create a structured and predictable setting has been shown to improve communication and attention in children with autism [24, 25]. Incorporating the evaluation of environmental modifications as part of the selective attention training program can provide valuable insights into the holistic approach to enhancing communication skills.

In addition, the inclusion of children with autism in training programs to enhance fundamental learning skills has gained attention in recent years [26, 27]. By examining the effects of selective attention training on not only communication skills but also broader learning abilities, this study can contribute to a more comprehensive understanding of the potential benefits of such interventions.

This study aims to address the gaps in the current literature and provide valuable insights into the impact of selective attention training on communication enhancement in children with autism.

Evidence-based practices for children, youth, and young adults with autism: A comprehensive review. *Journal of Autism and Developmental Disorders*, 50(12), 4385–4412. Foreign Studies. The first stage (descriptive studies stage, these studies dealt with the period between the mid to late fifties of the previous century. It aimed to clarify the behavior of autistic children, and the impact of this disorder on behavior in general, Notable efforts in this field were contributed by Leo Kanner [28], Hans Asperger [29], Leon Eisenberg [30]. The submitted reports showed many characteristics of autistic people, but the heterogeneity between the members of the groups described in the reports led to few conclusions that can be taken into consideration in the long term, The second stage (the stage of studies dependent on the first studies). These studies covered the period from the late 1950s to the late 1970s. It aimed to focus on potential developments in the abilities and skills of children with autism as a result of the training.

Among the most prominent studies of this stage is the study of Michael Rutter [31], Mittler et al. [32], DeMeyer et al. [33], Victor Lotter [34]. The studies presented in this stage were more accurate than the previous stage, and accordingly the following conclusions can be drawn as early development at the age of five is one of the important indicators for identifying cases of autism. Mental abilities, ability to learn and training are seen as important indicators in diagnosing autism. The third stage (the stage of follow-up studies) These studies dealt with the period between the eighties and the beginning of the nineties. This stage witnessed a steady stream of many consecutive reports in the field of autism, but they mostly focused on high-functioning people with autism. For example, Kobayashi et al. [35], Rumsey et.al. [36], participated in this stage. Venter et al. [37], Tantam [38]. The information contained in the reports of these studies was more organized and objective than the previous studies, and accordingly it reached important results, which are The importance of language development for autistic children, especially in the age group (5–6) years, and its relationship to the development of some skills and abilities in the later stages. The mere fact that autistic children have some good cognitive and linguistic skills and abilities does not necessarily guarantee that training will develop in areas that guarantee their integration into society. The organized therapeutic exercises and special education programs ensure the gradual change of some of the disordered and inappropriate behaviors. The researcher adds the fourth stage (the stage of codified studies). This stage overlaps in its beginning with the end of the previous stage and extends to the current period. The studies presented in this period have increased significantly in addition to their accuracy and regularity, due to there is an agreed upon diagnostic standard for autism, which is specified in (ICD-10 & DSM-4).

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

The development of codified scientific research mechanisms, including standards and tests for the autism category. Technological development in medical devices and support hypotheses with physical evidence.

Most of the studies at this stage aimed at explaining the causes of autism, revealing early diagnosis methods for this disorder, and developing a medical treatment that supports behavioral training programs, in the hope of reaching a radical solution to autism, either by early detection to prevent the development of symptoms or by knowing the causes to stop and prevent disturbance occurs. The researcher will address some of these researches while presenting the theoretical framework.

#### **2.1 Second: Arabic studies**

Children with autism disorder was documented in Arab studies probably about fifteen years ago, and they dealt with three areas of autism disorder. This study aimed to clarify the prominent diagnostic indicators of autism disorder through their performance on some psychological scales, including Khalil [39], Halawani [40], Ahmed [41], Al Balsha [42] and Al Matar [43]. Parental views of children with autism. These studies aimed to know the views of parents of children with autism towards various topics, including their fears, their children's training and educational needs, the family's awareness of the nature of services provided to their autistic child, and parental attitudes towards the autistic child, which are respectively. Al-Saadi [44], Al-Sheikh [45], and Fran [46]. The programs offered to the child with autism. The studies aimed to design and implement special programs for the child with autism to alleviate the symptoms of autism disorder and develop aspects of language and social communication for them. Among them are Badr [47], Muhammad [3], and Nasr [48]. From the previous studies, the development in dealing with autism disorder in Arab studies was of a logical gradation to identify a relatively new phenomenon in the Arab community.

The development of diagnosis and measurement of autism disorder was inability to build relationships, delay in language acquisition, use of spoken language in a noncommunicative manner after its development, abnormal verbal repetition of opposite pronouns, stereotypical repetitive play, discomfort with change, good memorial memory, normal physical appearance. Symptoms of stunted growth appear before the age of three. A qualitative deficiency in the ability to exchange social interaction and a clear qualitative deficit in the ability to communicate. Limited activities and interests that are monotonous, stereotyped, and repetitive. That the reason behind the behavioral features from the clinical point of view is not due to other developmental disabilities.

In addition to the previous criteria, the ICD-10 system referred to non-specific diagnostic criteria that sometimes appear, such as problems with eating, sleeping, and mood (1999: 266–267). However, the latest standard for diagnosing autism appeared in the fourth edition of the Diagnostic and Statistical Manual of Mental Disorders issued by the American Psychiatric Association (DSM-4) in (1994), and this manual was revised in (2000) and became (DSM-4:TR) and included a description of Symptoms of the disorder as a total of six (or more) items from (1), (2), (3)… at least two proposals from item (1) and at least two proposals from both items (2), (3), namely:

1.A qualitative weakness in social interaction, as shown in two of the following points:

	- a.Delayed and total deficiency in the development of the speech and language process (not accompanied by an attempt to compensate by other methods of social communication such as gesture or imitation).
	- b.People who speak appropriately, evidence of weakness in the ability to initiate or participate in conversation with others.
	- c.the stereotyped repetition of an abnormal language or special language.
	- d.The inability to play in a different and spontaneous way, or to imitate social games that suit the level of development.

The selective attention translation of the term, and its synonyms, The term overlaps with the current study in the current study period, Baalbaki ([2]: 829) and Al-Karmi ([1]: 33) translated the term selective, selective, or elective, Baalbaki ([2]: 73) translated the term attention, while Al-Karmi ([1]: 1233) included a translation of the term selective attention, "attention" in a singular sense, defined by directing attention to one thing without any other group of things, And as an analysis, good, the photograph, The contract for this term has discussed some of the literature and written research on autism, this characteristic under names synonymous with the term from excessive selectivity which excessive response to stimuli.

Secondly, Hafez ([49]: 39) defines attention by including the individual to limit and focus his senses in an internal stimulus (idea, feeling, imaginary image) or in an external stimulus (a personal thing, a situation) Ghaith (DT: 30) defines attention as focusing the state of alertness (awareness) towards a specific one. It is a positive selection indicator or more from the inside And defines attention as a law of selective cognitive mental preparation towards the subject of attention ([50]: 221) It defines attention, unification and selection, ([51]: 207).And for a while to pay attention to the research bookmark. Berlin defines ([52]: 75) It is clear from the previous definitions that the selection process is specific or multiple, Attention types. Al-Sartawi, et al. ([53]: 319) explains relationship, focus on the relationship between them. Sensory selection within the limits in the picture. Sensory selection which refers to the ability to multiply attention on two or more stimuli that are received through different sensory channels at a time.

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

Thirdly, Limitations of Attention and the section of Melhem [51] determinants of attention to.

external determinants that objective characteristics of the stimulus and the surrounding circumstances in it, and the strong stimuli with the changing movement and the changing, changing and different from what is in the surroundings of the individual directly proportional to the stimulation of attention, and the size, position and nature of the stimulus (audio, visual, sensory), times Repetition of appearances in the degree of attention. Internal determinants that general atmosphere that shares the same things that pertain to the individual and his motives, whenever the stimuli related to these internal factors prepare the individual to select them and pay attention to them without other stimuli, especially if they are found in conditions suitable physically and psychologically for the individual. Cognitive mental determinants is an educational pattern based on the pattern of thinking and effectiveness. It can move to the highest level in reading and thinking, and the stimuli that are the.

Communication is a vital process for all living beings, and His power, the Almighty, willed to make each type of these creatures a way to communicate. Communication appears in the finest and most complex form when it is monitored for humans. His wisdom, the Most High, required the diversity and plurality of peoples and tribes to reach this result, which is considered a means to reap many benefits. The Most High said: "And We have made you peoples and tribes so that you may know one another" (Al-Hujurat, verse 13). First: Concept and Definition The literal translation of the word Communication refers to several meanings that include continuity, conduction, conductive road, communication ([1]: 246). Amal Baza ([54]: 8) defines communication as the process through which experience, information, ideas and feelings are transferred to others within a specific social system determined by social relations between individuals according to the specific social roles of individuals. Al-Qaryouti and others ([8]: 325) believe that communication in its general sense is that activity that includes sending and receiving what living organisms want from each other. It is the means by which needs and desires are expressed and information is communicated to bring benefits and prevent dangers. As for communication in the specific sense, it means the use of speech as linguistic symbols to express needs, thoughts and feelings between people. Amal Jalal ([55]: 258) believes that the communication process is primarily a social process, as it is the process by which an individual communicates with others, cooperates with them for mutual benefit, or enters into conflict and incompatibility with them.

Al-Kafafi and others ([56]: 60) see communication as a two-way process, as messages flow in both directions and result in joint actions with common responses. Cook and Golding ([57]: 43) point out that the ability to communicate refers to the desire and ability to verbally exchange ideas, feelings and principles with others. Ghanem ([58]: 75) also refers to the relationship between communicativeness and language, since language is a means of transmitting ideas between individuals and groups, and the communicative level includes three levels reflex level such as a cry of pain or a look of disgust, objective level such as gestures and sounds and language, which is limited to humans and includes the previous levels. Suleiman [59] adds that language is a tool for expressing meaning, but it is not limited to verbal communication only, but rather includes other methods such as pointing, gestures and movements. It becomes clear here the importance of spoken language in human communication as a distinct element, but human communication models are not limited to them, but extend to other non-verbal methods by which a person can express what he wants to communicate to others.
