البرنامج الرشادي وأثره على مهارات جودة الحياة لأسر الطفال التوحديين بدولة قطر
There are some difficulties encountered by teacher in focusing on autistic student which cause a demotivation in teaching and learning process. Thus, the collaboration between teacher and family is necessary in developing student’s motivation. The teacher plays an integral role in helping the family...
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| Summary: | There are some difficulties encountered by teacher in focusing on autistic student which cause a demotivation in teaching and learning process. Thus, the collaboration between teacher and family is necessary in developing student’s motivation. The teacher plays an integral role in helping the family to hone their interaction skills with the autistic children in order to develop their motivation in learning which will then positively affect their academic achievements. Therefore, the study aimed at identifying the impact of counselling programme on the quality of life skill of autistic children’s family and discovering the effect of this programme on the family problem solving skill, stress management, family dialogue, executing family roles and behavioural development. This study applied quasi-experimental approach, using Analysis of Variance (ANOVA) to carry out the test on the selected instrument, counselling program and quality of life measurement. The total number of respondents is 184 families whose autistic children registered with the al-Syafallah Centre. The study randomly selected 60 families out of the total respondents as samples. They were divided into two groups: experimental and control. A pre-test was carried out on both groups. However, the counselling programme was only implemented on the experimental group. After the completion of counselling programme, a post-test was conducted to both groups. The results statistically showed the differences at a significant level (0.01) between the mean scores of both groups on the quality of life scale in the post-test, whereas the F-value of family problem solving skills is (603.07), stress management is (604.82), family dialogue is (476.69), executing family roles is (250.22) and behavioural development is (1039.56). All of these values is at a significance level (0.01). The study found average improvement in the academic achievement among those autistic children in the experimental group as the increasement of their achievement from 55% in the pre-test up to (86%) in the post-test. Conclusively, the result of the study asserts the importance of family's engagement in developing student’s motivation towards learning, thus significantly increasing their academic achievement. |
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