Introduction:

Autism spectrum disorder (ASD) is one of the most common and complex neurodevelopmental
disorders in children that generally manifests in the first few years of life and tends to persist into
adolescence and adulthood (Essa, et al., 2020). The core characteristics of autism spectrum
disorder (ASD), which were initially identified as repetitive and atypical sensory-motor
behaviors and social communication deficits, have remained largely unchanged. However
nowadays, autism is recognized as a spectrum that varies from extremely mild to severe (Lord, et
al., 2018).

Early screening for autism spectrum disorder (ASD) has shown to be an effective approach to
treating many of these children's challenges. Consequently, it is now more important than ever to
accurately diagnose children with this range of disorders. The diagnosis of autism spectrum
disorders will continue to emerge at later developmental stages if children are not screened early,
missing essential opportunities to support optimal development. Furthermore, early intervention
services can significantly help young children with autism spectrum disorders overcome
obstacles to learning and adjusting to school. Developing efficient methods to recognize and
diagnose children with (ASD) at an early age is crucial (Matson, 2007; Dababnah, et al., 2011).
To improve the learning abilities of individuals with autism, many researchers and technicians
have been developing hardware and software to supplement or even replace the traditional
teaching approach. Examples of this include computer-based intervention, electronic tablets,
robots, and virtual reality. Essentially, they have already benefited from traditional technology
(laptops, laptops, videotape, etc.) and handheld electronic devices (smartphones, electronic
tablets, and personal digital assistance), which have increased their independence, improved their
academic performance, and improved their interactions with others (Esposito, et al., 2017).
Children diagnosed with autism spectrum disorder (ASD) show strong motivation and ability
when using smart devices. The features and ease of use of applications for smartphones and other
similar devices offer numerous opportunities for the treatment of mental health issues such as
autism spectrum disorder (Moon, et al., 2019).

1.1 Research Overview:

In Libya there is no use for mobile devices in education and treatment children with autism, and
the specialists still not using technology to diagnose the disease. Mobile devices are essential
part in our nowadays life besides the children have addiction in these devices and to make this
addiction Beneficial we will develop software application works on mobile devices for Children
with autism spectrum disorder (ASD).

There will be two stages of the application. The Childhood Autism Rating Scale (CARS) will be
used in the first stage to diagnose the child. A widely used instrument for assisting in the
diagnosis of (ASD) in children is the (CARS) scale. It is capable of differentiating between
children with mental retardation and other developmental delay disorders, such as autism. The
15-item (CARS) covers a range of (ASD) symptoms and allows for a valid comparison of the
skills and behaviors of an affected child with the typical developmental trajectory of a healthy
child. A score of "1" for normal behavior and "4" for extremely abnormal behavior is assigned to
each item. Mild to moderate (ASD) is indicated by scores between 30 and 37, and severe (ASD)
is indicated by scores between 38 and 60 (Sharma, et al., 2018).

The second stage is responsible for teaching and treating the child that indicates as mild by using
games. In recent years, a method known as "serious game design" has been used to create
effective games for kids with neuropsychiatric disorders. It focuses on integrating educational
objectives with game mechanics that are supported by evidence and allow for the generalization
of learned skills (Esposito, et al., 2017).

1.2 Aims and Objectives:

The main goal of this research is to make mobile application to assist the specialists to diagnose,
educate, and treat children with autism and to reach this goal we have to achieve the following
objectives:

 Help children to learn and raise their knowledge.

1.3 Structure of Report:

Chapter 2 will be literature review, Chapter 3 will be research methods,

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