الفهرس 
مدخل إلي الدراسةيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
This study aims to decrease some behavioral problems; withdrawing, disruptive and stereotypic behaviors in educable mentally handicapped children. The study sample consists of 8 male and female educable mentally handicapped children between the ages of 9 to 12, IQ (50 - 70) marks in Stanford Binet Intelligence, and who get the highest marks on the behavioral problem’s observation checklist. The children are at the Intellectual Education School in Mansoura city. The study tools are the Stanford Binet Intelligence Scale (fifth edition), the observation checklist of behavioral problems in the educable mentally handicapped children by the teachers and parents (prepared by the researcher), the program based on cooperative play (prepared by the researcher), and case study of the educable mentally handicapped children (prepared by the researcher). The study results that there are statistically significant differences at the significance level of (0.05) between the mean of the children’s score in the pre-test and post-test, according to the observation checklist of behavioral problems to the post-test. The study also found that there are no statistically significant differences between the mean ranks of the children’s score of the post-test and follow-up test in the experimental group, according to the observation checklist of behavioral problems. The findings suggest the effectiveness of cooperative play in the limitation of behavioral problems in educable mentally handicapped children, which indicates the effectiveness of the program based on cooperative play in reducing some behavioral problems for educable mentally handicapped children, as the case study clearly shows.