الفهرس 
المقدمةيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
Benha University
Faculty of education
Department of Mental Health
The Effectiveness of an Early Intervention Program in Developing some of the Linguistic Skills to Improve the Social Communication of the Intellectually Learnable Disordered Children
A Thesis
Submitted in Partial Fulfillment of
master’s Degree in Mental Health
By
Mohamed Fathy Abd El-Ghafar Mostafa
Supervised by
Prof Ashraf Ahmed Abd El-Kader Assist. Prof Wagdy Abd El-latif Zidan
Prof of Mental health & Dean of
Faculty of Education
Banha University Faculty of Education
Banha University
Dr Iman Ragab Kandil
Lecturer of Mental health
Faculty of Education
Banha University
2013
Introduction:
Mental disability is a complex phenomenon of multisided dimensions. Some of those aspects are the medical, healthy, social, educational, psychological, and professional sides. Complexity stems out of intertwining those dimensions one another. This makes it a distinguished pattern of the private relations of the individual’s mental cognitive development.
Language is the most characteristic feature of human beings. It is a divine feature granted by God to man only. Thus, man is the unique creature who can produce vocal voices and words to achieve communication and interaction with the others. Language is then the expressive medium to which man resorts to disclose his feelings, reactions, and desires.
Acquiring a language is the most important and viable factor to achieve the social interaction and communication process with the others. Having acquired a language, the child gains lots of development in his/her surroundings. This is shown in what it realizes of progress when he/she speaks with the elders. Language is then the means of expressing our ideas, feelings, identities, and belongings. To achieve the social communication between an individual and his/her community, a language must be there. This is because communication is the main tool to set up relations among the society individuals. Some non-specialists may figure out that acquiring a language is an unconscious process that grows up according to the person’s age, however language has four skills; each of which has its own nature and fundamentals.
Study Problem:
The study problem of the current study stems out of the researchers’ endeavors in the verbal communication field with children who have mental disabilities. The study is based on close contact with those retarded children who are capable of learning but have low linguistic and social levels. The difficulty degree is correlated with the disability degree. This is, the lower disability level, the less linguistic and social retarding. However, there are still potentialities of developing their skills.
from this standing point, the researcher puts forward a program for early intervention to develop the linguistic skills for the mentally impaired children. The study also includes the effect of this suggested program on the social communication of those children.
Study Queries:
How effective is this suggested early intervention program in developing the linguistic skills of sample of learnable mentally impaired children and what is its impact on improving their social communication?
Study Objectives:
The current study aims at:
1- Developing the linguistic skills of the mentally impaired children at the preschool stage through the suggested early intervention program.
2- Identifying the effectiveness of this program on developing the linguistic skills and its contribution to improve the social communication for those children.
Study terminology:
Social communication:
Social communication is one of the social interaction processes. It compromises three basic phases: social acceptance, social interest, and social engagement. According to Abdulla, Adel (2002) it means the aptitude to establish good relations and friendships with others, maintaining them, keeping in touch with them, and pursuing the general social manner acts with them. (Abdulla, Adel , 2002 , PP.37-38)
Language Skills:
Youssef, Soliman (2010) defines them as the capability of a child to express himself and the ways of using this language in his daily life. They also include the versatile repertoire of its lexicology, the capacity of verbal communication with the surrounding fellows instigating his acoustic and visual centers. (Youssef, Soliman , 2010 , P. 223)
Intellectual Disability:
The American Association of Mental Retardation (today known as: The American Association for Intellectual and Developmental Disabilities) defines disability as a case of significant limitation in the individual’s functioning performance. It also means any less than the average intellectual performance along with other related limitations in two or more aspects of adaptive skills as: communication, catering, house chores, social behavior, using the community resources, self independence, hygiene, security and safety, academic ability, work ability and exploiting spare time. This disability originates before the age of 18.
(El-Qaryouty, Youssef et al, 2001 , p.57)
Early Intervention:
Intervention here means the objective, specialized, and organized procedures provided by the community lest a disability may occur. Intervention could also help limit its effects or block its transformation-if found- into a complete disability. It also helps outline the shortage aspects during the child development to provide health care, treatment, and substitute services which could help in the child’s development and learning. Intervention may also include supporting the family-functional sufficiency. This could be done to avoid the negative effects and problems resulted from the child’s disability. Thus, that passive behavior could be controlled to its minimum continuation.
(Sadeq, Farouq , 2010, p.25)
Study Hypotheses:
1- There is not a significant difference among the means of the degrees of both control and experimental groups according to the scale of language skills; pre-applying the program.
2- There is not a significant difference among the means of the degrees of both control and experimental groups according to the scale of social communication; pre-applying the program.
3- There is not a significant difference among the means of the degrees of both control and experimental groups according to the scale of language skills; post-applying the program; favoring the children of the experimental group.
4- There is not a significant difference among the means of the degrees of both control and experimental groups according to the scale of social communication; post-applying the program; favoring the children of the experimental group.
5- There is not a significant difference among the means of the degrees of the experimental group according to the scale of language skills; post and follow up-applying the program.
6- There is not a significant difference among the means of the degrees of the experimental group according to the scale of social communication; post and follow up-applying the program.
Study Samples:
The study sample consists of 10 intellectually learnable disabled children. They are ranging between 3 and 5 years old. Their IQ ranges between 50 and 70 degrees. Those children were divided into two groups; control and experimental, each of which consists of 5 children. All the samples were selected from the Noor El-hayah Association for children of special needs at Zagazig.
Study Tools:
A) Scales
1- Stanford-Binet Scale of Human Intelligence. (Fourth Form)
(Prepared by: Melika, Kamel, 1998)
2- Evaluating the social and economic standard of the Egyptian Family
(Adapted by: El-Shakhes, Abdulaziz, second edition, 1995)
3- Questionnaire (for gathering the primary data of the child)
(Prepared by the researcher)
B) Data Gathering Tools:
1- Arabic Language Test
(Prepared by: El-Refaay, Nahla, 1994)
2- Social Communication Scale for the intellectually disabled children
(Prepared by the researcher)
3- A training Program for Developing the Linguistic Skills
(Prepared by the researcher)
Statistics:
1- Spearman Brown Correlation, and Getman Correlation within the scale parts while portioning in halves to measure stability.
2- Alpha Cronbach’s Coefficient to measure stability.
3- Cooper Formula to measure the percent of the supervisors’ approval on the scale aiming at measuring its stability.
4- (U) Whitney Mann and (W) Wilcoxon Test (for the small-number group) to determine the differences among the means of the study groups.
Study Results:
1- The first hypothesis has been realized as there is not a significant difference among the means of the degrees of both control and experimental groups according to the scale of language skills; pre-applying the program. This indicates that any significant difference appearing later on is due to applying the program on the groups and not because of the original differences.
2- The second hypothesis has been realized as there is not a significant difference among the means of the degrees of both control and experimental groups according to the scale of social communication; pre-applying the program. This indicates that any significant difference appearing later on is due to applying the program on the groups and not because of the original differences.
3- The third hypothesis has been realized as there are significant differences among the means of the degrees of both control and experimental groups according to the scale of language skills; post-applying the program; favoring the children of the experimental group. This indicates that any significant difference appearing later on is due to applying the program on the groups.
4- The fourth hypothesis has been realized as there are significant differences among the means of the degrees of both control and experimental groups according to the scale of social communication; post-applying the program. This indicates that any significant difference appearing later on is due to applying the program on the groups.
5- The fifth hypothesis has not been realized as there are significant differences among the means of the degrees of the experimental group according to the scale of language skills; post and follow up-applying the program; favoring the follow-up application. This indicates that any significant difference appearing later on is due to applying the program on the groups.
6- The sixth hypothesis has not been realized as there are significant differences among the means of the degrees of the experimental group according to the scale of social communication; post and follow up-applying the program; favoring the follow-up application. This indicates that any significant difference appearing later on is due to applying the program on the groups.