Children's Comprehension Research Articles

The influence of pragmatic function on children's comprehension of complex because- and if-sentences

IntroductionIn complex adverbial sentences, the connectives because and if can perform different pragmatic functions (e.g. Content, Speech-Act), although this is often overlooked in studies investigating children's acquisition of these connectives. In this study, we investigated whether pragmatic variation is responsible for some of the difficulty young children have in understanding because- and if-sentences and tested the extent to which patterns of acquisition are related to the cognitive complexity or input frequency of the different pragmatic types.MethodsNinety-two children (aged 3–5; F = 39) and 20 adults (F = 12) took part in a forced-choice picture task where they had to identify correct pictures after hearing Content and Speech-Act because- and if-sentences.ResultsResults showed that children were most accurate on the sentence type where cognitive simplicity and input frequency converge (If Content), but this pattern was largely driven by the girls in the study. For response times, children were fastest with the least cognitively complex sentence types. However, for because Speech-Act sentences, there was an inverse relationship between response time and input frequency.DiscussionTaken together, these findings suggest that neither account (cognitive complexity or input frequency) can fully explain the findings. Instead, we suggest that the relative contributions of both factors are best understood in terms of the relevance of these utterances to children and the precise contexts in which children hear these utterances produced.

The effect of speech and non-speech noise on comprehension of storybook reading for elementary school children

Children are generally more affected by surrounding noise than are adults, and are more disturbed by speech than by non-speech noise. Storybook reading, which is one of the main activities in school curricula, is known to improve children's language skills, social abilities, and behavior. However, classrooms are generally noisy environments, and the effectiveness of storybook reading in noise is unclear. This study aimed to investigate how noise affects storybook reading comprehension among elementary schoolchildren. A practiced speaker read picture books to 11 elementary school schoolchildren (age range, 6-9 years) under three listening conditions: quiet, speech noise (babble noise), and non-speech noise (noise recorded in a boiler room). A comprehension test (e.g., story flow, character behaviors, keywords) was conducted after each book was read. No significant difference in story comprehension scores was found among the listening conditions, likely because the visual information helped the children understand the stories even in noise. However, the story comprehension score under the speech noise condition was significantly higher for children who frequently played outside as compared with inside. These results suggest that children's comprehension of storybook reading in noise is affected by not only surrounding noise, but also the play area.

Upaya Membangun Kesadaran Lingkungan Melalui Kegiatan "Eco-Kids" di TK Desa Bicak

Education is an effort that is made consciously and structured to create a learning environment that allows students to actively develop their abilities.One of the important characters that must be grown through education is concern for the environment. Environmental education (PLH) is essential, particularly at the Kindergarten level, to increase environmental awareness from a young age. The "Eco-Kids" program is an initiative aimed at increasing environmental awareness in children through practical and fun activities. This community service activity took place in Bicak Village, Mojokerto with the participation of kindergarten children. The socialization material includes the introduction and management of waste and the impact of littering which is conveyed through educational video media, direct practice of sorting organic and inorganic waste, singing together, ending with the activity of decorating garbage cans. Additionally, mini games were conducted to assess the children's comprehension of the material. The "Eco-Kids" program is carried out in three kindergartens, namely RA. Miftahul Ulum, TK. Cempaka, and Nusa Indah Kindergarten, with 70 participants in total. The "Eco-Kids" program is expected to encourage a sense of environmental responsibility, protect and preserve the environment, and involve children in real activities such as sorting garbage and painting garbage cans.

Modelling child comprehension: A case of suffixal passive construction in Korean

The present study investigates a computational model's ability to capture monolingual children's language behaviour during comprehension in Korean, an understudied language in the field. Specifically, we test whether and how two neural network architectures (LSTM, GPT-2) cope with a suffixal passive construction involving verbal morphology and required interpretive procedures (i.e., revising the mapping between thematic roles and case markers) driven by that morphology. To this end, we fine-tune our models via patching (i.e., pre-trained model + caregiver input) and hyperparameter adjustments, and measure their binary classification performance on the test sentences used in a behavioural study manifesting scrambling and omission of sentential components to varying degrees. We find that, while these models’ performance converges with the children's response patterns found in the behavioural study to some extent, the models do not faithfully simulate the children's comprehension behaviour pertaining to the suffixal passive, yielding by-model, by-condition, and by-hyperparameter asymmetries. This points to the limits of the neural networks’ capacity to address child language features. The implications of this study invite subsequent inquiries on the extent to which computational models reveal developmental trajectories of children's linguistic knowledge that have been unveiled through corpus-based or experimental research.

The Comparative Study of Narrative Comprehension in Children according to Interactive Reading Strategies with Adults

Objectives: The purpose of this study was to investigate the effect of adult’s three reading strategies, eliciting questions, non-eliciting questions, and comments, on the narrative comprehension of typically developing children (TD) compared to vocabulary delayed children (VD) in order to find out the most effective reading strategy for children’s narrative comprehension. Methods: A total of 39 TD and 14 VD children aged 4-to 6-years old were randomly placed in groups using one of three reading strategies and then given two types of narrative comprehension tasks (literal comprehension, inferential comprehension) after a storybook reading session. Results: First, for literal comprehension, the main effects were found to be statistically significant in both the VD and TD children’s groups and reading strategies. And the interaction of reading strategies between child groups was found to be statistically significant. For the literal comprehension task, eliciting questions were found to be the most effective reading strategy for TD children, whereas non-eliciting was found to be the most effective for VD children. Secondly, for the inferential comprehension task, neither the main effect nor the interaction of the reading strategies between child groups was found to be statistically significant. Conclusion: The results suggest that the three reading strategies are effective in literal comprehension in both child groups. Among three strategies, eliciting questions will be the most helpful for TD children, while non-eliciting questions will be the most helpful for VD children. The study can further provide essential information for developing book reading intervention protocols that can enhance children’s narrative comprehension.

Бага насны хүүхдийн хос хэлний түвшнийг тогтоох судалгаа, үр дүн

An important problem is that there is no bilingual (Kazakh and Mongolian) training for pre-school children with different languages and cultures in Mongolia, and the solution of how to implement it is not clear. The root of the problem is that children need to learn their native language and culture, and on the other hand, language is one of the main tools for further education after entering school. In addition to learning a child's mother tongue, mastering a second language is important not only for their development and education, but also for the implementation of the principle of inclusive education. The purpose of this article is to identify the state of understanding and speaking ability of 4-5 year old bilingual (Kazakh, Mongolian) children and determine the level of development. In the survey, American scientists Wayne P. Hresco, D. Kim Reid, and Donald D. Hammill used the TELD-3 (Test of Early Language Development) method and the individual interview method. 120 4-5-year-old bilingual children attending kindergartens in Ulaanbaatar city and 30 children from kindergartens in Bayan-Olgii province were included in the survey. The results of the research show that there is a need for in-depth study of how the use of Kazakh and Mongolian languages is different depending on the region where the children live. The statistical indicators of the research test revealed that the variables of children's comprehension and speaking ability are directly related to the language of the environment, the language of instruction, and the environment of the home language.

Development of Animated Emergency Drills Video to Enhance Early Childhood Understanding of Fire Disasters

This research aims to develop an animated video to enhance early childhood understanding of fire safety procedures. The study employs a modified Research and Development (R&D) model based on Borg and Gall’s framework, comprising six stages: identifying potential and problems, collecting initial data, designing media, validating media, revising the design, and conducting product trials. The video, created using Adobe After Effects and Adobe Animate, was tested on 38 children at RA Tarbiyah Islamiyah. Data collection involved three types of questionnaires: media validation, content validation, and children's comprehension assessment. Validators and teachers evaluated each questionnaire using a checklist scale. Data analysis employed qualitative and quantitative methods to assess the effectiveness of educational media. Results demonstrated a significant improvement in children's understanding of fire emergencies, with pre-test scores averaging 62% and post-test scores at 74.8%. The animated video effectively visualised fire scenarios in a realistic yet comprehensible manner for children, reinforcing safety messages and encouraging prompt and safe responses during fires. The study concludes that animated videos are compelling educational tools for enhancing disaster preparedness among young children. The implications of this research suggest that early childhood education programs should integrate disaster preparedness training into their curricula. Future research should explore the long-term impacts of such interventions, assess their applicability in diverse educational settings, and incorporate additional multimedia elements to enhance engagement and educational outcomes. Collaboration between educators, disaster management professionals, and digital media experts is essential for developing comprehensive and practical safety education resources.

Cognitive Flexibility Moderates the Predictive Effect of Phonological Awareness on Focus Structures in Chinese Preschool Children.

Focus structures, a complex aspect of information structure in language, have garnered significant attention in psycholinguistics. The question of whether Chinese preschoolers aged 4-6 years possess the ability to process focus structures in oral communication, and how cognitive factors influence this ability, remains a research focal point. To address this, we recruited 100 Chinese preschoolers aged 4-6 years as participants in our study. This study manipulated the positions of focus particles in sentences to investigate the impact of phonological awareness on young children's comprehension of focus structures. Additionally, we examined the mediating roles of cognitive flexibility and inhibitory control. Our findings indicate the following: (1) phonological awareness positively predicted the accuracy of focus structural processing; (2) inhibitory control did not significantly predict the accuracy of focus structural processing; and (3) cognitive flexibility partially mediated the relationship between phonological awareness and focus structural comprehension. These results confirmed the predictive effect of cognitive flexibility on children's comprehension of focus structures. Moreover, they demonstrate that young children's phonological awareness can predict their focus structure comprehension ability through the mediating role of cognitive flexibility. This suggests that children's cognitive flexibility can aid in understanding sentences with focus structures.

Effective digital support for autism: digital social stories.

Social Stories™ is one of the most popular interventions for autistic children and has been researched extensively. However, effectiveness data has been gathered mainly through single-participant designs which generate outcomes which can lack generalizability and social validity. Stories Online For Autism (SOFA) is a digital application which supports the development and delivery of Social Stories in a real-world setting and has the potential to contribute toward furthering (1) Social Stories research and (2) research on digital applications for autism by gathering large data sets from multiple participants. Three data sets (N = 856) were gathered through the SOFA app and were analyzed to investigate three key variables: What predicted closeness-to-goal of the Social Stories (as rated by an adult/parent/guardian, n = 568); the child's comprehension of the Social Stories (assessed by story comprehension questions, n = 127); and the child's rating of the enjoyability of the Social Stories (n = 161). A merged data set then investigated correlations between these three key variables. Age range (≤15), gender, autism diagnosis, and the child's level of language understanding were the potential predictors for these three key variables. Regression analysis indicated that parental closeness-to-goal ratings for their children were highest for children who were younger and more verbal. Regression analysis also indicated that older children scored higher in comprehension assessment, and autistic children rated the Social Stories as more enjoyable. Closeness-to-goal, comprehension scores and enjoyment ratings did not significantly correlate with each other. This is the largest study of Social Stories effectiveness, which was enabled through the collection of data through a digital app from multiple participants. The results indicate that digital social stories are particularly effective for younger verbal children. While this was the case for all children, it was particularly true for autistic children and female (and gender-diverse) children. For the first time, the gathering of large digital data sets has highlighted that while digital Social Stories can be effective for autistic males, they can be more effective for autistic females and gender-diverse autistic individuals. Thus, the SOFA app can support the investigation of the factors which influence Social Stories outcomes that are generalizable and with high social validity.

The relationships between screen exposure, parent-child interactions and comprehension in 8-month-old infants: The mediating role of shared viewing and parent-child conversation.

To explore the relationships between screen exposure, parent-child interactions and comprehension in 8-month-old infants, and to examine whether shared viewing and parent-child conversation during screen exposure may play mediating role in that relationships. The sample included 437 infants aged 8 months from the Children's Health Department of Guiyang Maternal and Child Health Hospital during January 2022 to February 2023. The use of electronic screen devices was assessed using a screen exposure questionnaire. The Brigance Parent-child interactions Scale was used to assess parent-child interactions and the Putonghua Communicative Development Inventory (PCDI) scale was used to assess infants' word comprehension. 48.7% of infants were found to be using screens 1-2 days per week. There was a significant difference (p < 0.05) in the PCDI-comprehension scores of screen-exposed infants compared to non-screen-exposed infants. Shared viewing and parent-child conversation during screen exposure were positively associated with parent-child interactions (p < 0.05). Mediation analysis revealed that parent-child conversation fully mediated between screen exposure and PCDI-comprehension, but partially mediated between parent-child interactions and PCDI-comprehension. Shared viewing and parent-child conversation during screen exposure may mediate between screen exposure and comprehension development. Shared viewing, parent-child conversation and parent-child interactions may be protective factors for screen exposure in comprehension development. Suggests that parents should accompany and communicate with their children when they use electronic screen devices to reduce the negative impact of screen exposure on children's comprehension.

The joint influence of the variables educational level and gender on children's drawings of the plant world

Drawing is a form of creative expression that children enjoy from a young age. Drawing is also an effective and engaging strategy for exploring children's comprehension of the natural world. Examination of the content, colours, and developmental changes of children's drawings can provide us with valuable insights into how understanding of plant life develops during childhood. In this regard, previous studies have analysed the relationship that the representations that children draw when graphically expressing their understanding of the plant world have with the variables gender and educational level. This line of research has established that children's drawings of the plant world vary significantly when those drawn by older children are compared with those drawn by younger students and that the differences between girls and boys seem irrelevant. However, no studies have investigated the combined influence that both variables (gender and educational level) have on children's representation of the plant world. This study investigated this influence by examining 251 drawings by young children (aged 4–7 years). The results indicated that gender and educational level influenced key pictorial elements. Thus, that when comparing the understanding of biological phenomena through drawings between girls and boys, it is important to control for educational level.

The Relationship of Text Inference Abilities and Reading Comprehension in Children with High-Functioning Autism Spectrum Disorder

Objectives: Reading comprehension in school-age children is an essential ability facilitates acquisition of information from general education. Yet, even with average or above cognitive and word recognition abilities, children with High Functioning Autism Spectrum Disorder (HF-ASD) demonstrate difficulties with reading comprehension. The purpose of the this study was to investigate that identifying the reading comprehension competence with a focus on text inference abilities (coherence processing, metalinguistic, theory of mind) in children with HF-ASD in the lower grades of elementary school.Methods: 15 HF-ASD and 15 age matched typically developing peers (TD) participated in this study. The participants performed reading comprehension tasks and text inferencing tasks (coherence processing, metalinguistic, theory of mind).Results: First, the reading comprehension accuracy of the HF-ASD group was significantly lower than the TD group. Second, the text inference accuracy of the HF-ASD group was significantly lower compared with the TD group. Third, in the TD group, there was a significant correlation between all text inference abilities (coherence processing, metalinguistic, theory of mind) and reading comprehension competence. In contrast, in the HF-ASD group, there was a positive correlation between coherence processing, metalinguistic and reading comprehension competence; however no significant relationship was found between theory of mind and reading comprehension competence. Finally, the coherence processing task predicted reading comprehension competence of children with HF-ASD by 52.2% and TD children by 42.1%.Conclusion: This study suggests that supporting connecting information within a text, local inferencing, and focusing on the coherence processing intervention is necessary for reading comprehension of children with HF-ASD in the lower grades of elementary school.

STRATEGI GURU DALAM MENUMBUHKAN MINAT BACA ANAK MELALUI MEDIA KARTU GAMBAR DI SEKOLAH

&#x0D; &#x0D; &#x0D; &#x0D; The purpose of this study is to document and analyze the experience and impact of using picture card technology to increase children's interest in reading. Descriptive qualitative research allows researchers to thoroughly understand how children engage and respond to this learning approach. As part of this study, several young children were provided with a learning environment enriched with picture cards. Data was collected through participant observation, interviews with teachers and children, and recording of learning activities.We then used a thematic coding process to identify patterns, themes and other key elements that emerged as children navigated their learning strategies. We then used a thematic coding process to identify patterns, themes and other key elements that emerged as children navigated their learning strategies. The research showed that picture cards made young children more interested in reading. Children's comprehension of stories increased, their creativity in connecting pictures and words increased, and their enthusiasm for reading activities increased. In addition, the results revealed qualitative elements in the learning process, such as the influence of social interaction between children and visual approaches on children's literacy development.&#x0D; &#x0D; &#x0D; &#x0D;

Strategies for Enhancing Early Childhood Science Literacy Through STEAM Education

The primary objective of this study is to enhance young children's comprehension of scientific concepts by implementing the STEAM approach within the context of Early Childhood Education (PAUD). The STEAM (Science, Technology, Engineering, Art, and Mathematics) pedagogy for preschoolers emphasizes dynamic learning, stimulates cognitive engagement, facilitates problem-solving, nurtures structured and methodical reasoning, and enhances critical thinking skills. Conducted using the Classroom Action Research method guided by the Kemmis cycle model, this study involves a cohort of 15 participants from group B, aged 5-6 years, and spans across preliminary cycles, Cycle I, and Cycle II, comprising phases of planning, execution, observation, and reflection. The comprehensive deliberation's outcome establishes the potential for enhancing scientific literacy among young children through the implementation of STEAM education. This advancement in scientific understanding is facilitated through captivating balloon experiments, utilizing colors that resonate with children's preferences. The attainment of scientific knowledge, as evident through the STEAM approach, manifests at a rate of 10% during the Pre-Cycle, 26% during Cycle I, and an impressive 72% during Cycle II. The cumulative findings unequivocally underscore the profoundly positive role of STEAM pedagogy in augmenting scientific cognizance during the formative years of early childhood.

Time after time: Factors influencing children's comprehension of Before and After.

We investigated older children's (7-12 years) ability to comprehend before and after sentences. Results found that three factors that influence pre-school aged children's learning of these words continues to influence older children's comprehension. Specifically, children's accuracy is improved when the events can be naturally (vs. arbitrarily) ordered; when the clauses in the sentence iconically match (vs. mismatch) the order of the events in the world; and when sentences use before (vs. after). The first two factors are argued to directly facilitate the building of mental models while the last one does so indirectly because of patterns of input usage.

Developing a Structural Model of Reading Comprehension for Third, Fourth, and Fifth-Grade Students in Persian Language Schools of Tehran Based on the Perfetti Theoretical Framework

Background: Reading comprehension is a complex skill rooted in language, and significant research has concentrated on identifying metalinguistic abilities that can predict children's comprehension skills. Morphological awareness is one such skill. Within the theoretical framework of reading comprehension, Perfetti, Landi, and Oakhill (2005) proposed that morphology serves a dual function in the text. In the first capacity, morphology is regarded as an integral part of the vocabulary system, indirectly enhancing text comprehension by aiding in the reading of intricate words. In the second capacity, morphology is viewed as a component of the linguistic system, directly impacting reading comprehension by influencing general comprehension processes. Objectives: This study aimed to examine the interconnection among vocabulary proficiency, morphological awareness, and reading comprehension in elementary school students in the Persian language, utilizing the theoretical framework proposed by Perfetti and Landi in their reading comprehension model. Additionally, it sought to construct a structural model of reading comprehension tailored to third-, fourth-, and fifth-grade students in Persian, drawing inspiration from the model introduced by Levesque et al. (2017). Methods: This research adopted a quantitative approach and was carried out using a cross-sectional methodology in Tehran in 2023. The population consisted of 180 students aged between 9 and 11 years. Data collection encompassed a questionnaire that gathered personal information from the students, along with their scores on assessments related to vocabulary knowledge, morphological awareness (comprising production and decomposition subtests), and reading comprehension tests. Results: Among the Persian-speaking students across all three grades, a significant positive correlation was identified between vocabulary knowledge and morphological awareness, vocabulary knowledge and reading comprehension, and morphological awareness and reading comprehension (P &lt; 0.01). Conclusions: This study revealed that morphological awareness has varying effects on reading skills among Persian-speaking students. In the third grade, it notably influences fluent reading, while in the fourth and fifth grades, it plays a significant role in enhancing text comprehension. As a result, it is imperative to incorporate instruction on morphological awareness, encompassing both decomposition and production aspects, into Persian language textbooks, with particular emphasis on grades 3 through 6.

Результаты исследования цветового зрения разными способами у детей с амблиопией

Purpose. To evaluate the results of color vision functions using different methods in amblyopic children and in children of the control group. Material and methods. We observed 81 school children: 1) 35 amblyopic children 2) 46 children of the control group without amblyopia. The color vision was explored using classic tests (polychromatic Rabkin tables and Neitz-test) and our own test images (Patent RU 2760085 dated 02/04/2021). Results. In the control group normal trichromasia was detected in 38 (82.6%) children using all three methods. In the rest of the cases using Rabkin tables revealed difficulties in defining shapes of the test figures in some tables in four (8.7%) children. Nevertheless, the children could name the colors of separate circles composing the images correctly. Using Neitz-test revealed difficulties in 6 (13%) children. Using our own developed tests revealed no difficulties in children of the control group. In the group of amblyopic children normal trichromasia of both eyes was detected only in 12 (34,3%) children using all three methods. Using Rabkin tables, Neitz-test and our own developed tests detected protanopia combined with deuteranopia in two boys under conditions of observing the best seeing eye and the worst seeing eye. Using the same tests detected less expressed disturbances of perception red and green colors in two girls. Nine (25.7%) children could name the colors of separate circles correctly but had difficulties in defining shapes of the test figures in some Rabkin tables. Accomplishing Neitz-test 15 (42.9%) children named the colors of all test figures correctly but made mistakes defining their shapes. Conclusion. Exploring color vision in children using Rabkin tables and Neitz-test it is necessary to consider that these tests make an observed child accomplish two tasks simultaneously – distinguishing the color and defining the shape. Usually, it does not cause any difficulties in a healthy school child. But under conditions of amblyopia the mechanism of integrating the information of the colour and the shape into a united visual image may be disturbed. It complicates the correct accomplishing the test and may cause mistakes in a doctor's interpretation of a patient's answers. Our developed test images do not require defining the chromatic form. It allows them to reflect a child's ability to distinguish a chromatic image from achromatic images of the same brightness and the ability to distinguish shades of basic tones at different degrees of their saturation. Besides, the advantages of the method are simplicity of accomplishing, minimal amount of time necessary for observation and availability for a child's comprehension which make it look promising for using at outpatient admissions in children of different ages. Key words: amblyopia, color vision, diagnostic methods of color vision

The Effects of Using Flashcard Learning Media to Improve Reading Comprehension in Children with Dyslexia

Dyslexia is a specific learning disability characterized by difficulties in reading. This study aims to examine the effectiveness of flashcard learning media in improving reading comprehension between ages 8 and 11 in the group of children identified with dyslexia. The current research used one group experimental design with five children as participants. Based on the results of the study, showed that there was an influence of flashcard learning media on improving the reading ability of dyslexic children. The results of data analysis using t-test showed that the post-test score (M=20,8) was significantly higher than the pre-test score (M=10,4). Analyses of the whole sample indicated that levels of reading comprehension had improved. The finding of this study could be discussed that using flashcard learning media had a positive effect on reading comprehension in dyslexia children. The Flashcard media were designed to be colourful and easy to understand could stimulate children’s willingness to learn and read.

Pre-school Skills and School-Age Reading Comprehension in Children on the Autism Spectrum: A Preliminary Investigation

We explored reading comprehension development in children on the spectrum from pre-school to the first (YOS1) and third year of schooling (YOS3). Children were first assessed on meaning-related skills in pre-school. Forty-one children completed follow-up assessments of reading comprehension, reading accuracy, and listening comprehension in YOS1. Nineteen returned for assessments of reading accuracy, reading comprehension, and listening comprehension in YOS3. Children showed poorer reading comprehension than reading accuracy at both timepoints. Reading comprehension, reading accuracy, and listening comprehension were significantly concurrently correlated. Pre-school receptive vocabulary was a significant predictor of YOS3 reading comprehension. Results from this preliminary investigation highlight the potential for early identification of children on the spectrum at risk for reading comprehension difficulties.

Assessment of Cognitive Abilities and Impact of Parental Intellectual Level in ASD Children

Autism, now called Autism Spectrum Disorder (ASD), includes children with autism, but also those with Asperger's Syndrome and those with Pervasive Developmental Disorder Not Otherwise Specified.&#x0D; In order to learn more about the subject, we were interested in a population of 30 children with ASD aged 10±5 years from the region of Annaba, Algeria, accommodated as half-boarders at the Centre Médico-Pédagogique pour Enfants Handicapés Mentaux. These children are divided by the psychologist of the center into 4 groups according to their degree of impairment (from mild to severe). To classify them, several criteria had to be considered such as the child's comprehension, independence and responsiveness.&#x0D; The study consists of assessing their cognitive abilities on a daily basis and over a period of 20 days. On the other hand, to collect testimonies from parents and the role they can play to help with these neurodevelopmental anomalies.&#x0D; The results reveal impairments in the ability to establish social interactions and to communicate, as well as cognitive abnormalities, in particular reluctance to change and tendencies to repeat behaviour or speech. Some of them, often isolated in their inner world, show particular sensory reactions (auditory, visual, skin...). We also note that the parents' level of education has a strong impact on their position regarding this disorder. That is, the higher it is, the more likely they are to accept their different children.&#x0D; These advances suggest that, for the coming years, ASD in Algeria should occupy a special place in public health policy. It is therefore time to sound the alarm and invest in multidisciplinary research to understand more about its mechanisms but above all to improve its management.