Mothers of children with autism spectrum disorder (ASD) across Saudi Arabia have experienced tremendous challenges during the COVID-19 pandemic. However, the challenges may be different for mothers ...living in a city compared to those living more remotely.
We investigated challenges and practices related to COVID-19 and their impact among Saudi mothers of children with ASD in cities and remote areas during the pandemic.
A sample of 99 mothers (60 in cities and 39 remote) who had a child with ASD was surveyed using an electronic questionnaire.
Mothers who lived in remote areas reported more challenges, while mothers in cities reported adopting more new practices with children than remote mothers. Regression analyses revealed that place of residence and age of the child were significant predictors of the challenges experienced by mothers of children with ASD.
Intervention services, community-based education programs, and electronic media are recommended for use with mothers in Saudi Arabia to increase awareness of COVID-19, improve practices, and minimize challenges in protecting their children with ASD.
•Investigated COVID-19 challenges among mothers of children with ASD in Saudi cities and remote areas.•Social, geographic, and cultural contexts shape challenges and coping strategies for mothers.•Mothers in remote areas reported increased challenges, whereas urban mothers adopted more new practices with their children.•The pandemic affected the social and psychological behaviors of ASD children in both urban and remote areas of Saudi Arabia.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
Although dyslexia is the most common learning disorder in children, it has not received adequate attention in Saudi Arabia.
This study aimed at determining the prevalence of dyslexia among Saudi ...students in Grades 3–6, exploring associations between severity of dyslexia, its behavioral indicators, gender and grade, and the moderating role of grade in the relationship between severity and behavioral indicators.
The sample consisted of 2848 female students and 2647 male students in Zulfi governorate, Saudi Arabia. A survey-based mixed-methods design was chosen including a structured interview with teachers and three assessments using the Diagnostic Assessment Scale for Dyslexia, the Arabic Reading Test, and the Dyslexia Behavioral Indicators Scale.
Dyslexia was assessed in 5.86 % of the total sample. It was twice as prevalent among male students as among female students (6.54 % and 3.83 %, respectively). The mean score for behavioral indicators of dyslexia was also significantly higher for male than for female students. The correlation between dyslexia severity and behavioral indicators score was high and significant, with grade level as a significant moderator.
We found that, for children with dyslexia in Saudi Arabia, dyslexia was twice as prevalent among male students as among female students. Early dyslexia diagnosis and intervention services are suggested to reduce the risk for reading problems.
•This research yields a better understanding of the role of grade progression on the relationship between severity of dyslexia and its behavioral indicators.•This research showed that in children with dyslexia in Saudi Arabia, the dyslexia was twice as prevalent among male students as among female students.•The behavioral indictors of dyslexia were higher in male students than in female students•Correlations between dyslexia severity and behavioral indicators were higher for female than male students•The results indicate that as the student grade level increased the negative relationship between dyslexia severity and behavioral indicators of dyslexia decreased.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
Attention-Deficit/Hyperactivity Disorder (ADHD) is one of the most common neurodevelopmental conditions in children, and can profoundly affect their social interactions, well-being, and relationships ...with parents, peers, and teachers.
This study investigated the effectiveness of a social-play-based intervention programme in reducing ADHD symptoms in a sample of 67 Saudi boys aged 8–10 diagnosed with ADHD.
The programme consisted of ten 60-minute sessions of play-based activities, delivered to the experimental group twice weekly for 5 weeks. The control group followed the usual school curriculum. Teachers and parents completed the Conners’ Teacher Rating Scale–Revised: Short Form and Conners’ Parent Rating Scale–Revised: Short Form for all participants at pre-test, post-test, and follow-up.
The experimental group showed a significant reduction in ADHD-associated behavioural problems over time, with moderate to large effect sizes. No significant changes over time were found for the control group. The results were maintained at a 2-month follow-up.
We recommend incorporating social-play-based activities and skill training into the school context. Reducing ADHD symptoms may improve children’s academic performance and perspective on school.
•A short social play program may be effective in addressing ADHD symptoms.•Social play-based programme reduced ADHD symptoms in Saudi children.•Children with ADHD can learn social play skills in a school context.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
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