العلاقة الوظيفية بين استخدام مسرح الدمى ومهارة الفهم القرائي للطلاب ذوي اضطراب طيف التوحد

Talal Eqab Alhuzimi

doi:10.35516/Edu.2025.11903

Authors

Talal Eqab Alhuzimi Department of Special Education, College of Education, King Saud University, Riyadh, Saudi Arabia https://orcid.org/0000-0002-0820-0643

DOI:

https://doi.org/10.35516/Edu.2025.11903

Keywords:

Functional relationship, puppet theater, reading comprehension skills, autism spectrum disorder

Abstract

Objectives: This study aimed to reveal the functional relationship between the use of puppet theater as an independent variable and reading comprehension skill as a dependent variable for students with autism spectrum disorder.

Methods: A continuous assessment design was employed, along with measurement forms prepared by the researcher. The sample consisted of four middle school students with autism spectrum disorder enrolled in a special education program within public schools in Riyadh.

Results: A functional relationship was found between the use of puppet theater and the acquisition of reading comprehension skills. All participants achieved the mastery criterion for the skill, with an average of 98% after the intervention phase. The maintenance phase results further demonstrated continuity, as all participants maintained the specified mastery level across sessions, averaging 97%.

Conclusions: The study recommends the use of puppet theater in teaching reading comprehension skills to students with autism spectrum disorder. It also emphasizes updating individual educational plans to include puppet theater as a key intervention strategy.

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