The present study seeks to investigate the effect of using a training program in improving the emotional adjustment and its effect in reducing the social communication disorder (pragmatic) for a sample of behaviorally disorderly children. The setting was a primary school in Rafha, Saudi Arabia. 60 students were identified as a final sample out of 90 students in many schools in Rafha province with 9.4 years as an average age using standard and validated scales. The quasi-experimental method has been used whereby these students were divided into two groups each 30 students, the experimental group, received 25 sessions from 20- 30 minutes each، three times a week, for two months during 2019\2020.
The study concluded that the program was efficient in improving the emotional adjustment (the ability to temper control, social assertiveness, mood Repair, and anxiety control), and was efficient in reducing social communication disorder (pragmatic) for a sample of behavioral disorder children. The training program could improve the emotional adjustment of the behavioral disorder children and this was significantly reflected in reducing their level of social communication disorder (pragmatic).
INTRODUCTION
The emotional factors contribute to the child's performance and his achievement in the various activities, tasks, and roles that life requires. As it is considered a general language that transcends the limits of the spoken language, it prepares the child for adjustments with his life, encourages him, and increases his endurance (Al-Khattinah et al., 2015(. Thorlacius and Gudmundsson, Einar (2019) indicate that emotional defect strongly influences the depreciation of mental health and the emergence of psychological problems and lack of adaptation to life problems. Modern theoretical and experimental studies suggest examining the emotional aspects of children and indicate that they reveal the level of their psychological health, as the ability of children to regulate their emotions is an indication of their normal development (Thorlacius & Gudmundsson, 2015). The major criterion for determining health is health promoting behavior and its ultimate goal is to make decisions regarding health and to prepare for desirable behaviors (Darkhor et al., 2018; Mohseny et al., 2019; Sarabi 2019; Sabir et al., 2020).
Language is the most important psychological tool for humans, as understanding and using language affects individuals' thinking and behavior. (Donahue & Cole, 1994) classified language ability into; the Receptive language: which includes the individual's ability to receive and interpret languages, And the expressive language, which refers to the ability to produce linguistic and pragmatic language (Yamashiro & Vouloumanos, 2019).
It is obvious that researchers emphasize the importance of improving language skills among people with disabilities. However these aspects constitute the basic components of language development, there is an important linguistic aspect that many researchers have overlooked; namely, pragmatic language skills) Goberis et al., 2012). The Diagnostic and Statistical Manual of Mental Disorders mentions social communication disorder (pragmatic) (SCD) within communication disorders which is defined as; constant difficulties in using verbal and non-verbal communication, and the inability to use communication for social purposes such as: greeting, as well as the weak ability to change communication to suit the context. Or with the listener’s needs (Haiying & Christine, 2018). Behaviorally disturbed children suffer from behavioral and emotional problems that impede their Emotional Adjustment in an appropriate manner, and then affect negatively. On the use of language in general and in the social field.
Several studies, such as (Al-Akhzmi, 2011; Ricketts et al., 2013) have recommended paying more attention to children with behavioral disorders in terms of emotional and social characteristics and their relationship with language development and social communication. Also, they have a shortage of the ability to control and express emotions and feelings, and then the ability to communicate effectively (pragmatic) and building social relationships with others, some studies suggested that people with fit Emotional Adjustment (EA) contributes to develop the personality in a healthy and integrated manner (George, 2010; Martínez et al., 2011; Brouzos et al., 2014). Studies have also emphasized the importance of reducing social communication disorder to achieve the Adjustment of children with their social context (Miller et al., 2015; Poulou & Bassett, 2018; Thorlacius & Gudmundsson, 2019). Furthermore, researches recommended integrating educational and emotional supportive environments in Programs to reach harmony among students, modify their communication and improve their behavior (Gaile & Adams, 2018; Shavega et al., 2019). The current research has responded to these recommendations and supposed that the disorders children need more attention in providing such assigned programs to help them educationally.
The research aims to find answer to the question: What is the effectiveness of the suggested training program in improving (EA) and its effect in reducing social communication disorder (pragmatic) among a sample of behavioral disorder children?
Research Objectives
This research aims to achieve the following goals:
Research Terminology
Theoretical Framework and Previous Studies
The Emotional Adjustment (EA)
Adjustment is a continuous, dynamic process that makes a balance between the individual and his environment. Emotional Adjustment is the ability to control and express emotions in different situations and the ability to build social relationships free from psychological tensions (Abdel Hamid & Kafafi,1990; Fahmy, 1998). also, it is a state of constant emotional response (Al-Khringh, 2001). emotions are experiences that lead to some behavioral disorders, and they may affect the linguistic and motor development of the child (Zahran, 2005).
Thorlacius and Gudmundsson, (2019) divided children's Emotional Adjustment (Early Childhood) (Children's Emotional Adjustment Scale Preschool Version (CEAS-P) into three dimensions (Temper control, Social assertiveness, and Anxiety control). (Gillbert, 1979) found that children who have more awareness of emotional concepts are more able to control their emotional expression, There are studies that have shown a correlation between linguistic outcome and emotional intelligence (Eid, 2016; Lobuteva et al., 2019) study. While Thorlacius and Gudmundsson, (2019) believe that Emotional Adjustment includes four dimensions, the first dimension is the child's ability to Temper Control, such as maintaining his calm in the situations that things not well going, dealing with patience and flexibility toward others. The second dimension is Social Assertiveness, such as his self-confidence when meeting with strangers, and seeking help with confidence from others. The third dimension is his ability to modify his mood, such as modifying situations in different ways rather than blaming himself, and finally the fourth dimension represented in his Anxiety Control, such as having high resistance to frightening thoughts.
The Social Communication Disorder (Pragmatic) (SCD)
According to the Diagnostic and Statistical Manual of Mental Disorders (DSM), pragmatic social communication disorder is characterized by fundamental difficulties in the practical function or social use of language and communication, and these appears through: the deficiency in understanding and following the social rules of verbal and non-verbal communication in the natural context (Miller et al., 2015). Some researchers showed that (DSM) is involved in the diagnostic category related to the framework of the communication disorder, which is one of the neurodevelopmental disorders that show a deficit in the cognitive ability, difficulty in social interaction, inability to understand and follow social rules.
(Mandy et al., 2017) also, add that (pragmatic) social communication disorder (SPCD) is a new diagnosis presented by DSM-5, and is characterized by the emergence of social, verbal, and non-verbal communication problems. This is what was studied by (Catherine et al., 2015) the effectiveness of a program applied to children with a pragmatic social communication disorder, and the results showed improvement in the social communication skills. The American Psychiatric Association has classified the criteria for diagnosing SPCD, as it is a persistent difficulty in using social communication, both verbal and nonverbal, and in the study (Haiying, & Christine, 2018), pragmatic language is considered one of the social communication skills that mean using language correctly in context. The study of (vandereet et al., 2011) found four different profiles for acquiring the language vocabulary. There is some studies diagnosis the neurodevelopmental deficit in these children, such as (Brukner-Wertman et al., 2016), and (Gillian & Courtenay, 2016). The study of (Juan et al., 2016) also reported that these children don’t have enough social sensitivity, self-confidence, nor firmness (Zaitouneh, 2018).
There are studies concerned with improving pragmatic communication disorders by providing therapeutic support programs. Al-Akhzmi (2011) study aimed at identifying the differences in the language skills and social interaction between students with disabilities who were included into general education schools and those who were not included, The Qashqoush et al. (2015) study also showed the effect of the training program on developing language skills.
The Behavioral Disorder Persons
Behavioral Disorder is the extreme and socially unacceptable emotional behaviorally that appears in social immaturity, irritability, stubbornness, and maladjustment with others (Ann et al., 2017). We may find that behavioral disorder children suffer from patterns of emotional and social maladjustment. The study of (Park et al., 2012) showed a correlation between communication skills, especially receptive language skills, and adaptive behavioral problems in children with behavioral disorders. with a relationship between the behavioral disorder and their emotions. The study of (Poulou & Bassett, 2018) showed young children behaviors toward others influenced by their emotions. This agrees with the study of (Beceren & Özdemir, 2019) as it revealed a close relationship between mood traits and empathy skills in preschool children in predicting their social-emotional adjustment in the future.
There is also a close relationship between behavioral disorder and pragmatic social communication disorder, which has been shown by a study of (Miller et al., 2015). there is a justification for the necessity and importance of careful monitoring of early pragmatic language development in young children exposed to family risk, and this was agreed with the results of the study of (Greenslade et al., 2019) on the necessity of early training on the social and linguistic communication, Specialists in educational sciences and psychological studies recommend the necessity of adopting therapeutic approaches and programs to improve behaviorally disorders and the factors that lead to their occurrence, (Poulou, 2018) recommended the necessity of adopting new visions in the education of problematic children. In addition, the Shavega et al., (2019) showed the relationship of providing emotional support programs to the child in the classroom with improving the behavioral adaptation of children.
In this context, the study of (O'Connor & Hayes, 2019) sought to investigate the impact of "social stories" as a familiar approach for children with autism and whether they would lead to improvements in behavioral disorders for children with behavioral and language difficulties. The study of (Gaile & Adams, 2018) used a specialized program using metacognitive strategies to help children with a pragmatic social communication disorders, The results showed the effect of a metacognitive content in treating speech and language disorder and social skills.
Hypotheses
The current study aims at testing the following hypotheses:
MATERIALS AND METHODS
Data Collection and Sampling
The research sample consisted of (60) with behavioral disorder students from (Northern Borders Region - Saudi Arabia), their chronological age ranged from (8-11) with an average of (9.4) years, divided into two groups; the experimental group (30) students were treated with the suggested training program, and the control group (30) students Traditional treated.
To verify the homogeneity of the sample characteristics, the following measures were applied previously:
Sig |
F Value |
T Value |
Standard Deviation |
Medium |
N |
Group |
Variables |
No |
0.49 |
0.1 |
1.5 |
8.10 |
30 |
Experimental |
Age |
1.6 |
9.4 |
30 |
Control |
||||
No |
0.77 |
0.5 |
4.4 |
84.3 |
30 |
Experimental |
Intelligence |
4.4 |
82.3 |
30 |
Control |
||||
No |
0.8 |
0 |
1.9 |
21.2 |
30 |
Experimental |
Behavioral Disorders |
2.6 |
21.2 |
30 |
Control |
||||
No |
1.2 |
0.7 |
1.3 |
49.2 |
30 |
Experimental |
SC- Scale |
1.37 |
49.0 |
30 |
Control |
||||
No |
1.1 |
0.2 |
2.1 |
33.4 |
30 |
Experimental |
EA-scale |
2.2 |
33.3 |
30 |
Control |
Table 1 shows that there are no statistically significant differences between the averages of the degrees of applying the four measures between the experimental and control groups. This indicates that it is a homogeneous sample which can be used as a suitable sample for research.
Tools of the Study
Emotion Adjustment (EA)-Scale (Thorlacius and Gudmundsson, 2015) (Translated and Rationed/ The Researcher: The scale aims at assessing the Emotional Adjustment of children, and the final image of the scale includes (47) statements of positive direction distributed on four main dimensions. They are: 1- Temper Control, 2-Social Assertiveness, 3-Mood Repair, 4-Anxiety Control. The psychometric characteristics of the scale: The validity of the scale was verified using the validity of the external test, and was calculated for (40) behavioral disorder children using the method of vocabulary validity by calculating the correlation coefficient between the degree of each statement and the total degree of the dimension to which it belongs after omitting the degree of the item, the values were ranged between (0.61) and (0.87), which are high and positive values indicating the validity of the scale.
Also, the reliability was calculated on (40) behavioral disorder children using the half-segmentation method, and the Alpha-Cronbach method. The alpha stability is between (0.57) and (0.84), which indicate an appropriate reliability coefficient, hence, the stability of the scale is suitable.
Social (Pragmatic)Communication Disorder Scale (SCD)-Scale (Prepared by the Researcher): The scale consists of (36) items divided into three dimensions (verbal communication skills, non-verbal communication skills, and social communication skills). The psychometric properties of the scale: The vocabulary validity was calculated by calculating the correlation coefficient between the degree of each statement and the total degree of the dimension to which it belongs after deleting the item degree. The values of the correlation coefficients ranged between (0.61), (0.87), which are high and positive values. The scale stability was applied using the half-segmentation method. The values of the stability coefficients using the Cronbach alpha method ranged between (0.57), (0.84) which are high stability coefficients values and indicates the stability of the scale.
The Suggested Program (Treatment Tool): The following is a description of the procedures and steps followed by the researcher to achieve the main objective of the research.
The goal of the program: To train behavioral disorder children to use mechanisms those ensure their exercise of emotional adjustment skills in order to improve behavioral disorder and pragmatic social communication.
The content: The researcher used a set of techniques appropriate to the characteristics of behavioral disorder students.
Program Strategies Applied
Program Implementation Principles
The Teaching Plan for the Program
It includes several points according the Topics sequence as:
The Study Designs
This research uses a quasi-experimental method has two variables an independent variable and a dependent one. Pre/post/ follow-up tests have been followed by a layout of the control and experimental groups.
Study Variables
The Steps
RESULTS AND DISCUSSION
Hypothesis 1
There are statistically significant differences between the average scores on the EA-Scale for the experimental and the control group. The means, the standard deviations, and t-values of students' scores on the subdomains and total of the Emotional Adjustment Scale for the experimental group and the control group have been measured as illustrated in the Table 2.
Variable |
experimental group |
control group |
experimental |
Control group |
T Value |
F Value |
Significance Level |
M1 |
M2 |
SDEV1 |
SDEV2 |
|
|
** |
|
Temper control |
39.5 |
33.1 |
2.2 |
2.1 |
11.5 |
1.1 |
** |
Social Assertiveness |
25.3 |
19.6 |
1.7 |
1.8 |
12.7 |
1.0 |
** |
Mood Repair |
37.2 |
31.6 |
1.6 |
1.5 |
13.6 |
1.1 |
** |
Anxiety control |
22.4 |
16.4 |
2.0 |
1.5 |
13.0 |
1.9 |
** |
Total |
124.5 |
100.7 |
4.8 |
4.4 |
20.1 |
1.2 |
** |
N.=30; df= 58; T Probability < .0001
Table 2, indicates that there is a difference in the mean of subdomains of the Emotional Adjustment Scale (Temper control, Social Assertiveness, Mood Repair, and Anxiety control) and as a total among the control group and the experimental group which is all greater for the experimental group whereas the t-values are (11.5, 12.7, 13.6 and 13.0) according to the subdomains and as total (20.1). Therefore, it is revealed that the t-value is statistically significant in df= 58 at (0.001). Hence, the first hypothesis is verified.
Hypothesis 2
there are statistically significant differences between the average scores on (SCD)-Scale for the experimental and the control group. the means, the standard deviations, and t-values of students' scores on the sub domains and total of SCDS Scale for the experimental group and the control group have been measured as illustrated in Table 3.
Variable |
experimental group |
control group |
experimental group |
control group |
T Value |
F Value |
Significance Level |
M1 |
M2 |
SDEV1 |
SDEV2 |
|
|
** |
|
verbal communication skills |
27.1 |
17.5 |
1.2 |
1.2 |
30.4 |
1.0 |
** |
non-verbal communication skills |
27.8 |
17.7 |
1.1 |
1.3 |
32.5 |
1.5 |
** |
social communication skills |
21.7 |
13.5 |
1.6 |
1.4 |
21.4 |
1.2 |
** |
Total |
76.5 |
48.7 |
2.5 |
2.0 |
47.8 |
1.5 |
** |
N.=30; df= 58; T Probability < .0001
Table 3, indicates that there is a difference in the mean of subdomains of the SCDS Scale (verbal communication skills, non-verbal communication skills, and social communication skills) and as total among the control group and the experimental group which is all greater for the experimental group whereas the T-values are (30.4, 32.5, and 21.4) according to the subdomains and as total (47.8). Therefore, it is revealed that the t-value is statistically significant in DF= 58 at (0.001). Hence, the second hypothesis is verified.
Hypothesis 3
There are statistically significant differences between the average scores on the EA-Scale for the pre and post-test for the experimental group, the means, the standard deviations and t-values of students' scores on the sub domains and total of EA-Scale for the pre and the post-test have been measured as illustrated in Table 4.
Variable |
Pre |
Post |
Pre |
Post |
T Value |
F Value |
Significance Level |
M1 |
M2 |
SDEV1 |
SDEV2 |
|
|
** |
|
Temper control |
33.4 |
39.5 |
2.2 |
2.2 |
10.8 |
1.0 |
** |
Social Assertiveness |
19.6 |
25.3 |
1.7 |
1.7 |
12.9 |
1.1 |
** |
Mood Repair |
31.6 |
37.2 |
1.7 |
1.6 |
12.9 |
1.1 |
** |
Anxiety control |
16.6 |
22.4 |
1.6 |
2.0 |
12.1 |
1.6 |
** |
Total |
124.5 |
101.2 |
4.7 |
4.1 |
20.3 |
1.3 |
** |
N.=30; df= 58; T Probability < .0001
Table 4, indicates that there is a difference in the mean of subdomains of EA-Scale (Temper control, Social Assertiveness, Mood Repair, and Anxiety control) and as total among the control group and the experimental group which is all greater for the experimental group, and that the standard deviation values differ pre and post-test for the experimental group, whereas the t-values are (10.8, 12.9, 12.9 and 12.1) according to the subdomains and as total (20.3). Therefore, it is revealed that the t-value is statistically significant at (0.001). Hence, the third hypothesis is verified.
Hypothesis 4
there are statistically significant differences between the average scores on (SCD)-Scale pre and post-test for the experimental group, the means, the standard deviations and t-values of students' scores on the sub domains and total of SCDS Scale for the pre and post-test for experimental group have been measured as illustrated in Table 5.
Variable |
Pre |
Post |
Pre |
Post |
T Value |
F Value |
Significance Level |
M1 |
M2 |
SDEV1 |
SDEV2 |
||||
verbal communication skills |
17.9 |
27.1 |
1.5 |
1.2 |
25.7 |
1.6 |
** |
non-verbal communication skills |
18.3 |
27.8 |
1.2 |
1.1 |
31.5 |
1.3 |
** |
social communication skills |
12.9 |
21.7 |
1.0 |
1.6 |
25.4 |
2.2 |
** |
Total |
49.2 |
76.5 |
2.1 |
2.5 |
45.8 |
1.336 |
** |
N.=30; df= 58; T Probability < .0001
Table 5, indicates that there is a difference in the mean of subdomains of the SCDS Scale (verbal communication skills, non-verbal communication skills, and social communication skills) and as total among pre and post-test for the experimental group which is all greater for the post-test, and that the standard deviation values differ among pre and post-test, whereas the t-values are (25.7, 31.5, and 25.4) according to the subdomains and total (45.8). Therefore, it is revealed that the t-value is statistically significant at (0.001). Hence, the fourth hypothesis is verified.
Hypothesis 5
There are no statistically significant differences between the average scores on the EA-Scale of the post and follow up -test for the experimental group, the means, the standard deviations and t-values of students' scores on the sub domains of EA-Scale of post-test and follow up-test for the experimental group have been measured as illustrated in Table 6.
Table 6. Scores of EA-Scale Post\ follow up for the experimental group
Variable |
Post |
Follow up |
Post |
Follow up |
T Value |
F Value |
T Probability |
Significance Level |
M1 |
M2 |
SDEV1 |
SDEV2 |
|||||
Temper Control |
39.5 |
39.8 |
2.2 |
2.1 |
0.5 |
1.2 |
0.6 |
** |
Social Assertiveness |
25.3 |
25.8 |
1.7 |
1.9 |
1.0 |
1.2 |
0.3 |
** |
Mood Repair |
37.2 |
37.1 |
1.6 |
1.8 |
0.2 |
1.3 |
0.8 |
** |
Anxiety Control |
22.4 |
22.8 |
2.0 |
2.0 |
0.6 |
1.1 |
0.5 |
** |
N.=30; df = 58; T Probability < .0001
Table 6, indicates that there is no big difference in the mean of subdomains of EA-Scale: (Temper control, Social Assertiveness, Mood Repair, and Anxiety control) between post and follow up-test for the experimental group which is all almost equal in the post-test and follow up-test for the experimental group, whereas the t-values are (0.5, 1.0, 0.2 and 0.6) according to the subdomains. Therefore, it is revealed that the t-value is Not statistically significant in df= 58 at (0.001). Hence, the fifth hypothesis is verified.
Hypothesis 6
there are no statistically significant differences between the average scores on the social (pragmatic) communication Scale of post and follow up-test for the experimental group", the means, the standard deviations and t-values of students' scores on the sub domains of social (pragmatic) communication Scale for the post-test and follow up-test have been measured as illustrated in Table 7.
Table 7. The scores of post and follow up-test for the experimental group
Variable |
Pre |
Post |
Pre |
Post |
T Value |
F Value |
T Probability |
Significance Level |
M1 |
M2 |
SDEV1 |
SDEV2 |
|||||
verbal communication skills |
27.1 |
27.1 |
1.2 |
1.2 |
0 |
1.1 |
1 |
** |
non-verbal communication skills |
28.1 |
27.8 |
1.1 |
1.1 |
1.2 |
1.1 |
0.2 |
** |
social communication skills |
22.0 |
21.7 |
1.3 |
1.6 |
1.0 |
1.4 |
0.3 |
** |
N.=30; df. = 58; T Probability < .0001
Table 7, indicates that there is a difference in the mean of subdomains of (SCD)-Scale: (verbal communication skills, non-verbal communication skills, and social communication skills) among post and follow up-test for the experimental group which is all almost equal for the post-test and follow up-test whereas the t-values are (1, 0.2, and 0.3) according to the subdomains. Therefore, it is revealed that the t-value is statistically NOT significant in df= 58 at (0.001). Hence, the sixth hypothesis is verified.
The study seeks to investigate the effect of the using a training program in improving the emotional adjustment, also its effect on reducing the social communication disorder (pragmatic) for a sample of behavioral disorder children. the research result concluded that the training program has a big effect in improving the Emotional Adjustment for experimental group children, This is attributed to the effect of the program in improving the emotional adjustment through which the experimental group has trained with, specialists called for the importance of improving the emotional adjustment in achieving integrated growth to build a normal personality (Ricketts et al., 2013). Whereas, Thorlacius and Gudmundsson, (2019) indicate that emotional defect strongly influences the emergence of mental health problems and psychological.
This improvement in the level of the experimental group children may be due to the fact that they have had a safe psychological environment (Cicchetti & Cohen, 2006; Thorlacius & Gudmundsson, 2015). The support provided to the child and peers also provided the ability to build social relationships free from psychological tension, which is supported by the study of (Eid, 2016; Poulou & Bassett, 2018), and most importantly, this has a positive effect on the experimental group in modifying their behaviorally, the study of (Beceren & Özdemir 2019) when it revealed a close relationship between mood traits and empathy skills of the children to predict their social-emotional adjustment, also the study of (Shavega et al., 2019) which recommended the providing of emotional and support programs for children.
Likewise, the research results concluded that the training program has a big effect in reducing the social (pragmatic) communication disorder for experimental group children, that was very clear in every subdomain, this is confirmed by a study (Greenslade et al., 2019) on the necessity of early attention to social and language communication training. and the study of (Mandy et al., 2017) confirmed that they need psychological and educational support through specialized diagnostic and treatment programs, the current research has been concerned with design the educational and psychological standards that are suitable for the research sample. The results of it are consistent with the study of (Al-Akhzmi, 2011; Gaile & Adams, 2018), also the study of (Qashqosh & others, 2015). However, the research result concluded that the training program has no significant effect in the emotional adjustment or the social communication disorder (pragmatic) on the long run for the experimental group, and this may be due to the view that the progress of these training programs doesn’t have a long-term effect, as behavioral disorder children need constant care and support. The study of (Miller et al., 2015) assured what the new diagnosis of DSM-5 assumes that the social communication disorder (pragmatic) (SCD) occurs more clearly among families who have behavioral personality disorder. Also, the (Park et al., 2012) study demonstrated a correlation between communication skills, and adaptive behavioral problems in children with behavioral disorders. Therefore, the research recommended paying attention to develop social harmony which is vital in improving social communication disorders in children.
CONCLUSION
In conclusion, this research explored the efficiency and effectiveness of the suggested program during (25) sessions that included many methods and techniques aimed at training children with behavioral disorders on several different patterns, in improving emotional adjustment in its four dimensions, then improving their abilities for social adaptation, and avoiding extreme and socially unacceptable behaviors, as the program demonstrated the students' ability to anger control, social self-affirmation and mood repair as well as the ability to anxiety control while facing different situations, and this was significantly reflected in the level of social maturity that it appeared in their ability to communicate socially (pragmatic).
Recommendations
Further Research Suggestions
ACKNOWLEDGMENTS: The author would like to thank deanship of scientific research at Northern Border University in Arar, KSA for supporting this work.
CONFLICT OF INTEREST: None
FINANCIAL SUPPORT: The author gratefully acknowledges the approval and the financial support of this research by from the Deanship of Scientific Research in Northern Border University in Arar, KSA, grant no. 7763-SAR-2018-3-9-F.
ETHICS STATEMENT: The experiments were carried out in accordance with local ethical guidelines’ Institutional Review Board (IRB) statement No 3245. We certify this approval of the Deanship of Scientific Research in Northern Border University in Arar, KSA.
Abdel Hamid, J., & Kafafi, A. (1990). Dictionary of Psychology and Psychiatry. Dar Al-Nahda Al-Arabiya, Cairo.
Abdellah, A. (2018). Behavioral and Emotional Disorders in Unusual Children. Riyadh: International Publishing House.
Abdul Razzaq, Y. (2009). Behavioral disorders. Journal of the College of Basic Education, 12(56).
Al-Akhzmi, M. (2011). The Difference in Language Skills (Receptive and Expressive) and Social Interaction among Integrated and Non-Integrated Students with Mental Disabilities in the Sultanate of Oman. Master Thesis, Arabian Gulf University.
Al-Khattina, S., Abu Saad, A., & Wijdanr, K. (2015). Principles of Psychology. Fourth edition, Amman, Dar Al-Masirah.
Al-Khringh, L. (2001). The Differences in the Dimensions of Psychological Adjustment Between Superior and Non-Outstanding Students of Middle School. Master Thesis, Arab Gulf University.
American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition, DSM-5, Washington, DC, London, England.
Ann, K., Sheri, J., John, N., & Gerald D. (2017). Abnormal Psychology, (Translated by Amthal, A., et al). Cairo: Anglo Egyptian Library.
Beceren, B., & Özdemir, A. (2019). Role of Temperament Traits and Empathy Skills of Preschool Children in Predicting Emotional Adjustment. International Journal of Progressive Education, 15(3), 91-107.
Brouzos, A., Misailidi, P., & Hadjimattheou, A. (2014). Associations between emotional intelligence, socio-emotional adjustment, and academic achievement in childhood: The influence of age. Canadian Journal of School Psychology, 29(2), 83-99.
Brukner-Wertman, Y., Laor, N., & Golan, O. (2016). Social (pragmatic) communication disorder and its relation to the autism spectrum: Dilemmas arising from the DSM-5 classification. Journal of Autism and Developmental Disorders, 46(8), 2821-2829.
Catherine, A., Jacqueline, G., Elaine L., & Jenny F. (2015). Integrating Language, Pragmatics and Social Intervention in a Single - Subject Case Study of a Child with a Developmental Social Communication Disorder. Language, Speech, and Hearing Services in Schools, 46(4), 294-311.
Cicchetti, D., & Cohen, D. J. (Eds.). (2006). Developmental psychopathology, volume 1: theory and method (Vol. 1). John Wiley & Sons.
Darkhor, S., Estebsari, F., Hosseini, M., Charati, J. Y., & Vasli, P. (2018). Effect of health promotion intervention on Nurses’ healthy lifestyle and health-promoting behaviors: RCT study. Journal of Advanced Pharmacy Education & Research, 8(1), 108-114.
Donahue, M., & Cole, D. (1994). Links between language and emotional-behavioral disorders. Education and Treatment of Children, 17(3), 244-255.
Eid, Y. (2016). Linguistic Outcome and Its Relationship to Emotional Intelligence in Kindergarten Children. Arab Childhood Journal in Kuwait, 17(38), 25-44.
Fahmy, M. (1998). Adaptation Psychology Studies, Al-Khanji Library, Cairo.
Gaile, J., & Adams, C. (2018). Metacognition in speech and language therapy for children with social (pragmatic) communication disorders: implications for a theory of therapy. International Journal of Language & Communication Disorders, 53(1), 55-69.
George, M. (2010). Parent-Child Attachment Security and Children's Socio-Emotional Adjustment During the Early School Years (Doctoral dissertation).
Gilbert, D. (1969). The young child's awareness of affect. Child Development, 629-640.
Gillian, B., & Courtenay, F. (2016). Social (pragmatic) communication disorders and autism spectrum disorder. Archives of Disease in Childhood, 101(8), 745-751.
Goberis, D., Beams, D., Dalpes, M., Abrisch, A., Baca, R., & Yoshinaga I. (2012). The missing link in language development of deaf and hard of hearing children: pragmatic language development. In Seminars in Speech and Language, 33(4), 297-309. Thieme Medical Publishers.
Greenslade, K. J., Utter, E. A., & Landa, R. J. (2019). Predictors of pragmatic communication in school-age siblings of children with ASD and low-risk controls. Journal of Autism and Developmental Disorders, 49(4), 1352-1365.
Haiying, Y., & Christine, D. (2018). Measuring the Diagnostic Features of Social (Pragmatic) Communication Disorder: An Exploratory Study. American Journal of Speech-Language Pathology, 27(2), 647-656.
Juan, M., Ma Elena, G., Macarena, B., Jose, M., & Ma Jose, G. (2016). Social Communication Disorders and Social Cognitive Strategies and Attitudes in Victims of Child Abuse. Journal of Child and Family Studies, 25(1), 241-250.
Khanbabayi, Z., Saber, M., Vojoudi, S., & Gharekhani, G. (2019). Investigating the Effects of a Mixture of Diatomaceous Earth and Spinosad Insecticide to Control Adult Flour Weevils, Tribolium castaneum Herbst.(Col: Tenebrionidae). World Journal of Environmental Biosciences, 8(2-2019), 41-43.
Lobuteva, L. A., Lobuteva, A. V., Zakharova, O. V., Krivosheev, S. A., & Kartashova, O. V. (2019). Instruments to form doctor’s loyalty to visits of medical representative. Journal of Advanced Pharmacy Education and Research, 9(3-2019), 68-75.
Mandy, W., Wang, A., Lee, I., & Skuse, D. (2017). Evaluating social (pragmatic) communication disorder. Journal of Child Psychology and Psychiatry, 58(10), 1166-1175.
Martínez, R. S., & Semrud-Clikeman, M. (2004). Emotional adjustment and school functioning of young adolescents with multiple versus single learning disabilities. Journal of learning Disabilities, 37(5), 411-420.
Martínez, R. S., Aricak, O. T., Graves, M. N., Peters-Myszak, J., & Nellis, L. (2011). Changes in perceived social support and socioemotional adjustment across the elementary to junior high school transition. Journal of Youth and Adolescence, 40(5), 519-530.
Miller, M., Young, G. S., Hutman, T., Johnson, S., Schwichtenberg, A. J., & Ozonoff, S. (2015). Early pragmatic language difficulties in siblings of children with autism: Implications for DSM‐5 social communication disorder? Journal of Child Psychology and Psychiatry, 56(7), 774-781.
Mohseny, M., Shekarriz-Foumani, R., Mohseni, M., Ghadirian, L., Jafari, H., & Goudarzian, M. (2019). Structures and Practices in Clinical Preventive Services. International Journal of Pharmaceutical and Phytopharmacological Research, 9(6), 66-70.
O’Connor, K. M., & Hayes, B. (2019). A real-world application of Social Stories as an intervention for children with communication and behaviour difficulties. Emotional and Behavioural Difficulties, 24(4), 323-338.
Park, C. J., Yelland, G. W., Taffe, J. R., & Gray, K. M. (2012). Brief report: The relationship between language skills, adaptive behavior, and emotional and behaviorally problems in pre-schoolers with autism. Journal of Autism and Developmental Disorders, 42(12), 2761-2766.
Poulou, M. S. (2018). Students’ emotional and behavioral difficulties: The role of teachers’ social and emotional learning and teacher-student relationships. International Journal of Emotional Education, 10(2), 146-153.
Poulou, M. S., & Bassett, H. H. (2018). Children’s emotional and behavioral responses to peer provocation and early school adjustment. Pastoral Care in Education, 36(3), 205-222.
Qashqosh, I., Radwan, M., & Sami H. (2015). The Effectiveness of Enrichment Programs in the Development of Language Skills among Autonomous Children. Journal of the Faculty of Education, Ain Shams University, 39(4), 42-82.
Ricketts, J., Jones, C. R., G., Happé, F., & Charman, T. (2013). Reading comprehension in autism spectrum disorders: The role of oral language and social functioning. Journal of Autism and Developmental Disorders, 43(4), 807-816.
Sabir, M., Yasin, G., Akmal, F., Anwer, I., Majeed, I., & Aslam, S. (2020). Pharmacodynamics of Phenolics Rich Extract of Shrubs from Cholistan Desert: Haematological Indices. Pharmacophores, 11(3), 21-29.
Sarabi, N., (2019). Nursing Students' Experiences from Two Methods of Teaching: Film Preparation and Demonstration of Physical Examinations. International Journal of Pharmaceutical and Phytopharmacological Research, 9(2), 14-20.
Shavega, T. J., van Tuijl, C., & Brugman, D. (2019). Change and Predictability of Children’s Behavioral Adjustment in Tanzanian Pre-primary Schools. In Child & Youth Care Forum, 48(5), 677-702.
Thorlacius, Ö., & Gudmundsson, E. (2015). Assessment of children's emotional adjustment: construction and validation of a new instrument. Child: Care, Health and Development, 41(5), 762-771.
Thorlacius, Ö., & Gudmundsson, E. (2019). The effectiveness of the children’s emotional adjustment scale (ceas) in screening for mental health problems in middle childhood. School Mental Health, 11(3), 400-412.
Vandereet, J., Maes, B., Lembrechts, D., & Zink, I. (2011). Expressive vocabulary acquisition in children with ID: Speech or manual signs? Journal of Youth and Adolescence, 23(5), 213-233.
Yamashiro, A., & Vouloumanos, A. (2019). Are linguistic and social-pragmatic abilities separable in neurotypical infants and infants later diagnosed with ASD? Developmental Psychology, 55(5), 920-933.
Zahran, H. (2005). The Psychology of Childhood and Adolescence Development. Cairo: The World of Books.
Zaitouneh, L. (2018). Developing an Arabic Image from the Social Communication Disorder Scale (SCDS). The International Journal of Specialized Education, 7(5), 27-38.