الفهرس 
الفصل الأول: مدخل إلى الدراسةيوجد فقط 14 صفحة متاحة للعرض العام
 |  | from | 189 |  |  |
| | | from | 189 | | |
المستخلص
Intellectual disability is a multi-dimensional problem, as its effects are not limited to the disabled child, but rather extend to include the family and society; owing to the fact that it is a lost vital energy. These children are characterized by a number of dangerous behavioral characteristics, which affect the areas of interaction and social development, and thus cause Problems for the families of disabled children. This, in turn, prompted them to find quick solutions to this problem that only those who have a disabled child or who are specialists in this field are aware of.
The aggressive behavior of children with intellectual disabilities is related to excessive or weak reactions to the sensory inputs that need to be planned, in order to help obtain the maximum natural reactions to the sensory input and improve behavior through activities related to sensory inputs only. During her work with children with intellectual disabilities, the researcher observed that sensory integration falls among the latest methods that are used in reducing the aggressive behaviors.
Sensory integration is regarded one of the important approaches or strategies that are used with children with mild intellectual disabilities, as it can work to reduce aggressive behaviors, severe anxiety and provocative behaviors, and contribute to increase the focus and participation, so that it becomes within the limits of the required moderate participation of the intellectually disabled children who lack the sensory input prerequisite for bringing about certain changes in their own behaviors (Shady Mohamed, 2019: 3).
Problem of the Study
Problem of the stud can be defined in the following two main questions:
(1) What is the effectiveness of a program based on the sensory integration in reducing the aggressive behavior among the children with mild intellectual disability?
(2) To what extent does the program based on the sensory integration continue to reduce the aggressive behaviors among the children with mild intellectual disability after completion thereof and during the following up period?
Objectives of the Study
The current study aims to reduce the aggressive behaviors among the children with mild intellectual disability. Off this main objective, sub objectives branch as follows.
(1) Identifying the effectiveness of a program based on the sensory integration in reducing the aggressive behavior among the children with mild intellectual disability.
(2) Identifying to what extent does the program based on the sensory integration continues to reduce the aggressive behaviors among the children with mild intellectual disability after completion thereof and after the following up measurement.
Significance of the study
Significance of the study unfolds in the following points:
The Theoretical Significance
The current study is of great importance as it is considered a scientific addition, for shedding light on sensory integration in reducing aggressive behavior among children with mild intellectual disabilities, in terms of explaining concept of the sensory integration, how it occurs, what the theory is; in addition to clarifying importance in children with the mild intellectual disabilities; Hence, the current study expresses the need for scientific research to conduct interventional studies to provide guidance and training for the intellectually disabled category; for whom the intention and care become a social necessity whose attention has become a social necessity linked to the culture of society, which makes it worthy of being the object of research interest.
The Applied Significance
Benefiting from the results of the study application, and identifying the effectiveness of a program based on sensory integration in reducing aggressive behavior in children with intellectual disabilities, through a group of different sensory activities that reduce aggressive behavior.
Providing an aggressive behavior scale for people with mild intellectual disabilities.
This study contributes to helping specialists and those interested in caring for people with intellectual disabilities, and to identify up to date guidance and training approaches that work to strengthen their energies and abilities and employ them when they learn a certain behavior or acquire certain ability.
Sample of the Study
The study was comprised of (8) children with intellectual disability who suffer from an aggressive behavior in the Small Angel Academy based in East of the Nile Area, Beni Suef Governorate.
Approach of the Study
The stud used the quasi experimental approach for being suitable for the stud nature.
Limitations of the Study
(1) Place Limitations: the training program based on the sensory integration was administered in the Small Angel Academy based in East of the Nile Area, Beni Suef Governorate.
(2) Time Limitations: the researcher administered the training program comprised of (42) sessions during a time period of three months and a half month ranging from 1/11/2019 till 6/2/2020, with (3) sessions a week. The session period was (60) minutes.
(3) Human Limitations: the training program sessions were administered to a sample of one group comprised of (8) children with mild intellectual disability (5 males and 3 females) who suffer from the aggressive behavior towards themselves and towards other people and things. Their age groups ranges from 5 years till 9 years with an age average of (6, 13) years.
Instruments of the Study
The researcher came to use the following instruments:
(1) Stanford–Binet Intelligence Scale: Fifth Edition (standardized by Mahmoud Abo Al-Nil, 2011).
(2) The Aggressive behavior Scale for the people with mild intellectual disability (prepared by the researcher).
(3) A program based on the sensory integration for reducing the aggressive behavior among the children with mild intellectual disability (prepared by the researcher).
Hypotheses of the Study
(1) There is a statistically significant difference among the mean scores of the experimental group members in the pre – post measurements on the aggressive behavior scale in favor of the post measurement.
(2) There is no a statistically significant difference among the mean scores of the experimental group members in the post – following up measurements on the aggressive behavior scale.
The statistical Methods used in the study
(1) Wilcoxon Test for correlated groups to indicate the differences among the mean scores of the pre – post measurements as well as the means scores of the post and following up measurements.
(2) Cronbach’s alpha for calculating the scale reliability.
(3) Arithmetic Mean
(4) Standard Deviation
Results of the Study
The study came to the following results:
(1) There is a statistically significant difference among the mean scores of the experimental group members in the pre – post measurements on the aggressive behavior scale in favor of the post measurement.
(2) There is no a statistically significant difference among the mean scores of the experimental group members in the post – following up measurements on the aggressive behavior scale.