{"id":2986,"date":"2025-01-15T08:00:00","date_gmt":"2025-01-15T08:00:00","guid":{"rendered":"https:\/\/atras-univ-saida.dz\/en\/?p=2986"},"modified":"2025-02-24T14:16:00","modified_gmt":"2025-02-24T14:16:00","slug":"autism-spectrum-disorder-clinical-practice-speech-therapists-technological-tools-therapeutic-programmes","status":"publish","type":"post","link":"https:\/\/atras-univ-saida.dz\/en\/?p=2986","title":{"rendered":"Article 49-Issue 01 vol 6 January 2025"},"content":{"rendered":"\n

Using Technological Tools in Teaching Individuals with Autism Spectrum Disorder in Clinical Settings in Algeria from the Perspective of Speech Therapists and Psychologists \u2013 A Field Study<\/strong><\/strong><\/strong><\/h1><\/div><\/div>\n\n\n\n

\u0648\u0627\u0642\u0639 \u0627\u0633\u062a\u062e\u062f\u0627\u0645 \u0627\u0644\u062a\u0642\u0646\u064a\u0627\u062a \u0627\u0644\u062a\u0643\u0646\u0648\u0644\u0648\u062c\u064a\u0629 \u0641\u064a \u062a\u0639\u0644\u064a\u0645 \u0627\u0644\u0623\u0634\u062e\u0627\u0635 \u0627\u0644\u0645\u0635\u0627\u0628\u064a\u0646 \u0628\u0627\u0636\u0637\u0631\u0627\u0628 \u0637\u064a\u0641 \u0627\u0644\u062a\u0648\u062d\u062f \u0628\u0627\u0644\u0648\u0633\u0637 \u0627\u0644\u0639\u064a\u0627\u062f\u064a \u0641\u064a \u0627\u0644\u062c\u0632\u0627\u0626\u0631 \u0645\u0646 \u0648\u062c\u0647\u0629 \u0646\u0638\u0631 \u0627\u0644\u0645\u0645\u0627\u0631\u0633\u064a\u0646 \u0627\u0644\u0623\u0631\u0637\u0641\u0648\u0646\u064a\u064a\u0646 \u0648\u0627\u0644\u0646\u0641\u0633\u0627\u0646\u064a\u064a\u0646 \u2013 \u062f\u0631\u0627\u0633\u0629 \u0645\u064a\u062f\u0627\u0646\u064a\u0629-<\/strong><\/bdo><\/strong><\/strong><\/strong><\/h1><\/div><\/div>\n\n\n\n

Mohamed Keriati Abdallah<\/strong>
University of Abou Elkacim Saadallah, algeiers2, Algeria
abdellah.mohamed-keriati@univ-alger2.dz<\/a>
0009-0007-3216-560X <\/strong>
Bousebta Yamina<\/strong>
University of Abou Elkacim Saadallah, algeiers2, Algeria
yamina.bousebta@univ-alger2.dz<\/a>
0009-0006-6715-9050<\/strong><\/strong><\/strong><\/p><\/div><\/div>\n\n\n\n

Abstract<\/strong><\/p><\/div><\/div>\n\n\n\n

This study aims to explore the situation of clinical practice in Algeria regarding the use of technology in learning about individuals with autism spectrum disorder, The study used the electronic scientific interview to collect data. Twenty-eight clinical practitioners from 10 Algerian provinces, including speech therapists and psychologists participated in the study, this study found that the use of technology in learning about people with autism spectrum disorder is very limited, The percentage of clinicians utilizing technology at their workplace to teach individuals with ASD did not exceed 18%, and the rate of technology integration in learning individuals with ASD (online) stands at 7%. The results indicated that the TEACCH program was the most commonly used manual-based therapeutic program for teaching individuals with ASD, with a usage rate of 64%.<\/p><\/div><\/div>\n\n\n\n

Keywords:<\/strong> Autism spectrum disorder, clinical practice, speech therapists, technological tools, therapeutic programmes<\/p><\/div><\/div>\n\n\n

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DOI: https:\/\/doi.org\/10.70091\/Atras\/vol06no01.49
<\/strong><\/h1><\/div><\/div>\n\n\n\n

How to Cite this Paper :<\/strong><\/strong> <\/p><\/div><\/div>\n\n\n\n

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References<\/strong>:<\/p><\/div><\/div>\n\n\n\n

\u0627\u0644\u0632\u0639\u0628\u064a \u0639\u0628\u062f\u0627\u0644\u0644\u0647 \u062d\u0633\u064a\u0646\u060c (2014). \u062a\u0646\u0645\u064a\u0629 \u0645\u0647\u0627\u0631\u0627\u062a \u0627\u0644\u062a\u0648\u0627\u0635\u0644 \u0644\u062f\u0649 \u0627\u0644\u0623\u0637\u0641\u0627\u0644 \u0627\u0644\u062a\u0648\u062d\u062f\u064a\u064a\u0646 \u0645\u0646 \u062e\u0644\u0627\u0644 \u0627\u0644\u0623\u0646\u0634\u0637\u0629 \u0627\u0644\u0631\u064a\u0627\u0636\u064a\u0629\u060c \u06372. \u062f\u0627\u0631 \u0627\u0644\u062e\u0644\u064a\u062c \u0644\u0644\u0646\u0634\u0631 \u0648\u0627\u0644\u062a\u0648\u0632\u064a\u0639\u060c \u0639\u0645\u0627\u0646-\u0627\u0644\u0623\u0631\u062f\u0646.
\u0632\u0639\u0631\u0648\u0631 \u0644\u0628\u0646\u0649\u060c \u0634\u0631\u064a\u0641\u064a \u062d\u0644\u064a\u0645\u0629\u060c \u062f\u0627\u0648\u064a \u0635\u0628\u0631\u064a\u0646\u0629\u060c (2021). \u062a\u0648\u0638\u064a\u0641 \u0627\u0644\u062a\u0643\u0646\u0648\u0644\u0648\u062c\u064a\u0627 \u0627\u0644\u0631\u0642\u0645\u064a\u0629 \u0641\u064a \u062a\u0637\u0628\u064a\u0642 \u0628\u0631\u0648\u062a\u0648\u0643\u0648\u0644 \u0639\u0644\u0627\u062c\u064a \u0644\u0635\u0627\u0644\u062d \u0627\u0644\u0623\u0637\u0641\u0627\u0644 \u0627\u0644\u0645\u0635\u0627\u0628\u064a\u0646 \u0628\u0627\u0636\u0637\u0631\u0627\u0628 \u0637\u064a\u0641 \u0627\u0644\u062a\u0648\u062d\u062f \u0648\u0645\u0631\u0627\u0641\u0642\u0629 \u0623\u0648\u0644\u064a\u0627\u0626\u0647\u0645. \u0627\u0644\u0645\u062c\u0644\u0629 \u0627\u0644\u0639\u0644\u0645\u064a\u0629 \u0644\u0644\u062a\u0643\u0646\u0648\u0644\u0648\u062c\u064a\u0627 \u0648\u0639\u0644\u0648\u0645 \u0627\u0644\u0625\u0639\u0627\u0642\u0629\u060c 03 (01)\u060c 39-62.
\u0635\u064a\u0645\u0648\u062f \u0644\u064a\u0646\u062f\u0629\u060c (2022). \u0627\u0633\u062a\u062e\u062f\u0627\u0645 \u062a\u0643\u0646\u0648\u0644\u0648\u062c\u064a\u0627 \u0627\u0644\u0627\u062a\u0635\u0627\u0644 \u0627\u0644\u062d\u062f\u064a\u062b\u0629 \u0641\u064a \u062f\u0645\u062c \u0623\u0637\u0641\u0627\u0644 \u0627\u0644\u062a\u0648\u062d\u062f \u0645\u0639 \u0627\u0644\u0645\u062c\u062a\u0645\u0639: \u062f\u0631\u0627\u0633\u0629 \u062d\u0627\u0644\u0629 \u0644\u0645\u0631\u0643\u0632 \u0631\u0639\u0627\u064a\u0629 \u0623\u0637\u0641\u0627\u0644 \u0627\u0644\u062a\u0648\u062d\u062f” \u0639\u0644\u064a \u0631\u0645\u0644\u064a” \u0627\u0644\u062c\u0632\u0627\u0626\u0631 \u0627\u0644\u0639\u0627\u0635\u0645\u0629. \u0645\u062c\u0644\u0629 \u0627\u0644\u0646\u0635\u060c 09 (01)\u060c 863-830.<\/p><\/div><\/div>\n\n\n\n

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Copyright for all articles published in ATRAS <\/strong>belongs to the author. The authors also grant permission to the publisher to publish, reproduce, distribute, and transmit the articles. ATRAS <\/strong>publishes accepted papers under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License. Authors submitting papers for publication in ATRAS <\/strong>agree to apply the CC BY-NC 4.0 license to their work. For non-commercial purposes, anyone may copy, redistribute material, remix, transform, and construct material in any media or format, provided that the terms of the license are observed and the original source is properly cited.<\/p><\/div><\/div>\n","protected":false},"excerpt":{"rendered":"

Autism spectrum disorder, clinical practice, speech therapists, technological tools, therapeutic programmes<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[599],"tags":[813,814,815,816,817],"class_list":["post-2986","post","type-post","status-publish","format-standard","hentry","category-vol-06-n01-2025","tag-autism-spectrum-disorder","tag-clinical-practice","tag-speech-therapists","tag-technological-tools","tag-therapeutic-programmes"],"gutentor_comment":0,"yoast_head":"\nArticle 49-Issue 01 vol 6 January 2025 - ATRAS journal<\/title>\n<meta name=\"description\" content=\"Autism spectrum disorder, clinical practice, speech therapists, technological tools, therapeutic programmes This study aims to explore the situation of clinical practice in Algeria regarding the use of technology in learning about individuals with autism spectrum disorder, The study used the electronic scientific interview to collect data. Twenty-eight clinical practitioners from 10 Algerian provinces, including speech therapists and psychologists participated in the study, this study found that the use of technology in learning about people with autism spectrum disorder is very limited, The percentage of clinicians utilizing technology at their workplace to teach individuals with ASD did not exceed 18%, and the rate of technology integration in learning individuals with ASD (online) stands at 7%. 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Twenty-eight clinical practitioners from 10 Algerian provinces, including speech therapists and psychologists participated in the study, this study found that the use of technology in learning about people with autism spectrum disorder is very limited, The percentage of clinicians utilizing technology at their workplace to teach individuals with ASD did not exceed 18%, and the rate of technology integration in learning individuals with ASD (online) stands at 7%. 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