فعالية برنامج إرشادي باستخدام الحاسب الآلي فى تخفيف بعض المشكلات السلوكية لدى الطلاب ذوي الإعاقة الذهنية البسيطة المدمجين في المدارس الإبتدائية وأثره على التفاعل الإجتماعي
The study aims to indicate how effective the computerized counseling program in alleviating some behavioral problems of the people with mild mental disabilities mainstreamed in the primary schools and its effect on the social interaction. Study participants were (12) male and female students with mild mental disabilities mainstreamed in Gamal Abd Al-Nasir Mixed Primary School based in Beni-Suef Governorate. Their ages ranged between (6) years and (14) years. The study used the quasi approach. The researcher used the following instruments in the study: 1) Hyperactivity Scale (prepared by the researcher). 2) Aggressive Behavior Scale (prepared by the researcher). 3) Stereotypical Behavior Scale (prepared by the researcher). 4) Social Interaction Scale (prepared by the researcher). 5) Counseling Program (prepared by the researcher). The researcher processed the data using a host of the statistical methods depending on SPSS program as follows: 1) Arithmetic means and standard deviations for mean scores of the experimental and control groups on the study measurements in the pre-measurement, post measurement and the following up measurement. 2) Mann-Whitney Test for significance of differences in mean scores of the study groups in the pre measurement to validate equivalence of the study groups. 3) Mann-Whitney Test and Wilcoxon Test for validating the hypotheses. After processing the data statistically, the researched presented and explained the study results as following: Results of Study 1) There is a statistically significant difference between the mean scores of the experimental and control groups on the hyperactivity scale in the post measurement in favor of the experimental group. 2) There is a statistically significant difference between the mean scores of the experimental group members in the pre and post measurements on the hyperactivity scale in favor of the post measurement. 3) There is no a statistically significant difference between the mean scores of the experimental group members in the post and following up measurements on the hyperactivity scale. 4) There is a statistically significant difference between the mean scores of the experimental and control groups on the aggressive behavior scale in the post measurement in favor of the experimental group. 5) There is a statistically significant difference between the mean scores of the experimental group members in the pre and post measurements on the aggressive behavior scale in favor of the post measurement. 6) There is no a statistically significant difference between the mean scores of the experimental group members in the post and following up measurements on the aggressive behavior scale. 7) There is a statistically significant difference between the mean scores of the experimental and control groups on the Stereotypical behavior scale in the post measurement in favor of the experimental group. 8) There is a statistically significant difference between the mean scores of the experimental group members in the pre and post measurements on the Stereotypical behavior scale in favor of the post measurement. 9) There is no a statistically significant difference between the mean scores of the experimental group members in the post and following up measurements on the Stereotypical behavior scale. 10) There is a statistically significant difference between the mean scores of the experimental and control groups on the social interaction scale in the post measurement in favor of the experimental group. 11) There is a statistically significant difference between the mean scores of the experimental group members in the pre and post measurements on the social interaction scale in favor of the post measurement. 12) There is no a statistically significant difference between the mean scores of the experimental group members in the post and following up measurements on the social interaction scale. (Author’s abstract)