<p style="text-align: justify;">Autistic individuals are commonly characterized by stereotypical behaviors, which affect their daily life, particularly social aspects. The study aimed to assess the effectiveness of dance movement-based intervention in reducing stereotypical behavior among autistic children. The study used an experimental-based approach, which recruited 30 autistic children purposively between 9 and 15 years old, diagnosed with autism spectrum disorder- level 1 (ASD [1]) or autism spectrum disorder- level 2 (ASD [2]) from one autism center in Jordan. The intervention sessions were fifteen sessions and lasted 60 minutes. The dance movement and music were selected cautiously by professional therapists. The observation was the study tool for collecting data performed by both author and care providers. The results approved the effectiveness of the suggested intervention in reducing stereotypical behavior. The children presenting ASD (1) showed significantly less stereotypical behavior than those presenting ASD (2). The result also showed that the difference was significant and obvious from the first three sessions, but the best reduction was in the fourth session. However, the results refuted any difference in reduction of stereotypical behavior attributed to gender or age group of participants.</p>
Objectives: The study aims to identify the degree to which teachers of gifted students practice distance learning during Coronavirus pandemic (Covid-19) at King Abdullah II School for Excellence in the city of Salt from teachers' point of view. Methods: In order to achieve the objectives of the study, a questionnaire consisting of 27 paragraphs was developed. The indications of validity and reliability of the questionnaire were ascertained. The questionnaire was distributed online to (22) male and (18) female teachers from King Abdullah II Schools for Excellence in the city of Salt. Results: The results showed that the degree to which teachers of gifted students practice distance education during the Coronavirus pandemic from the teachers' point of view in King Abdullah II Schools for Excellence in the city of Salt came with a medium level with an arithmetic average of (3.40). The results also indicate that there are no statistically significant differences in the estimates due to gender or academic qualification. The results of the study show that there are no statistically significant differences in the study sample estimates for distance learning services due to experience. Conclusion: The study recommends that the Ministry of Education should follow intensive training strategies for teachers of gifted students. Such training would enhance teachers' abilities to apply distance learning (DL) tools.
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