فاعلية إستخدام أسلوب التعزيز الرمزي في خفض السلوك العدواني لدي الأطفال المعوقين عقليا القابلين للتعلم

الموضوعات

تربية وتعليم

روابط وملفات

التعريف والنوع

رقم الوثيقة

01a9ffce-5de1-4e0a-ad86-3daf62dadf55

رقم العقد

0

نوع الوسائط

Crawler

نوع المحتوى

الرسائل العلمية

صيغة المصدر

رسائل ماجيستير

نوع الملف

pdf text

أسماء الملفات

1965251_1.pdf

بيانات النشر

ألقاب المؤلفين

[{"name_ar":"أحمد محمد أحسنه","title_ar":"اعداد","title_en":"Preparation"},{"name_ar":"مها زحلوق","title_ar":"اشراف","title_en":"Supervision"}]

اللغة

Arabic

المصدر والدورية

اسم المصدر

فاعلية إستخدام أسلوب التعزيز الرمزي في خفض السلوك العدواني لدي الأطفال المعوقين عقليا القابلين للتعلم

المحتوى والصفحات

عدد الصفحات

20

ترجمة الملخص

First: Introduction of the Study and its Problem: Aggressive behavior is one of the most important behavioral problems faced by special education teacher in the classroom, may find it difficult to confront him and develop appropriate solutions, it has been baptized to use different methods of modifying behavior, including the symbolic reinforcement method. Through the work of a researcher in the field of special education, and his visits repeated for a number of institutions and centers that deal with mental disability and individuals mentally disabled, and to consult with teachers and workers in these institutions, it found that of the more behavioral problems experienced by children with mental disabilities Accepters to learn the problem of aggressive behavior, which may sometimes amount to beating and assaulting others, or self-harm. Also it found that aggressive behavior is one of the main problems that hinder the work of the teacher in the classroom, and that this behavior affects the disabled mentally and on the different aspects of his personality, and to complement the efforts made in this area this study comes in an effort to reduce aggressive behavior among this group of children and that through the symbolic proposal to strengthen the program, and in particular the problem of the study crystallized by trying to answer the following main question: What is the effectiveness of the use of symbolic reinforcement to reduce aggressive behavior in children mentally disabled who are the learning style?• Branching this question following two sub-questions:• What is the effectiveness of the use of symbolic reinforcement to reduce aggressive behavior in children mentally disabled who are able to learn in style Consecutive study of this method?• Is the effectiveness of the use of symbolic reinforcement to reduce aggressive behavior in children mentally disabled who are the learning style vary according to sex (male and female)?Second :The Study Objectives: The current study seeks to achieve the following objectives:1.disclosure of the effectiveness of the use of symbolic reinforcement to reduce aggressive behavior in children mentally disabled who are the learning style.2.disclose the extent of continuity of the effectiveness of the use of symbolic rein forcement to reduce aggressive behavior in children mentally disabled who are able to learn in style Consecutive study of this method.3.The disclosure of the differences (if there is a difference) on the effectiveness of the symbolic reinforcement to reduce aggressive behavior in children mentally disabled who are able to learn a method according to the variable gender (masculinity and femininity).4. arrive at a set of recommendations and proposals that can benefit workers in the field of special education.5. provide workers in the field of education a range of methods of treatment of this phenomenon and reduce its effects. Third: The importance of the Study: The present study aims to:1.disclosure of the effectiveness of the use of symbolic reinforcement to reduce aggressive behavior in children mentally disabled who are the learning style.2. disclose the extent of continuity of the effectiveness of the use of symbolic reinforcement to reduce aggressive behavior in children mentally disabled who are able to learn in style Consecutive study of this method.2.The disclosure of the differences (if there is a difference) on the effectiveness of the symbolic reinforcement to reduce aggressive behavior in children mentally disabled who are able to learn a method according to the variable gender (masculinity and femininity).3.arrive at a set of recommendations and proposals that can benefit workers in the field of special education.5. provide workers in the field of education a range of methods of treatment of this phenomenon and reduce its effects. Fourth: The Hypotheses of the Study:1.There were no statistically significant differences at the level of significance (α=0,05) arranged between the average scores of the experimental group and the average grades arranged members of the control group in the dimensional measurement to estimate the list of aggressive behavior and sub-fields due to the use of symbolic reinforcement method.2.There were no statistically significant differences at the level of significance (α=0,05) arranged between the average scores of the experimental group on the list of aggressive behavior estimate sub-fields in the two measurements and dimensional iterative (deferred) attributable to the use of symbolic reinforcement method.3. There were no statistically significant differences at the level of significance (α=0,05) arranged between the average grades (male and female) in the experimental group in telemetric estimate on the list of aggressive behavior and sub-fields due to the use of symbolic reinforcement method. Fifth: Study Tools: Ask the study to achieve the objectives of the use of the following tools: 1. List estimate of aggressive behavior(prepared by the researcher) were verified validity and reliability.2.token rein forcement program to reduce aggressive behavior in child renmentally disabled who are able to learn(prepared by the researcher).Sixth: The Sample of the study: The study sample consisted of 12 children of mentally disabled children who are able to learn enrolled at the Institute of Special Education Disability mental in kodsaia, it has been divided into two unequal and homogeneous, experimental group (6) children, and a control group (6) children, aged (6-12) years, and each group of experimental and control groups contain (3) males, and (3) females, and those who were classified (after their diagnosis on one individual intelligence standards) by the Institute as of the disabled category mentally consenting to learn, (after returning to profile Psychological Institute in them), and with high degree of aggressive behavior in the subject of the current study. Seventh: The Method of the study: Experimental method was used to identify the effectiveness of the token reinforcement program being an independent variable, in order to reduce aggressive behavior in child renmentally disabled who are able to learn variable being a follower. Eighth: Procedures for the implementation of the study:1.Identify the sample of mentally disabled children who are able to learn, who have aggressive behaviors in accordance with the high degree they obtained a list of aggressive behavior estimate.2. The sample was divided into two groups (experimental and control group), in each (6) children, (3) males and 3 females.3. The application of symbolic reinforcement only on the experimental sample program for two months (eight weeks). do measure the dimensions and applying List estimate of aggressive behavior on the experimental and control samples after the completion of the application of symbolic reinforcement program in order to get the results.5. Stop for a month and then do the iterative measurement (deferred), and by applying the list of aggressive behavior to estimate only the experimental sample.6. draw results of the study, analyzed and processed statistically using the spss statistical program, so as to test the hypotheses that came from the study.7. interpret the results and discuss, and make recommendations and proposals in the light of the results of the study. Ninth: The Results of the Study:1.The first result: no statistically significant differences between the mean scores arranged members of the experimental group and averages Order degrees members of the control group in the dimensional measurement to estimate the list of aggressive behavior and sub-fields due to the use of symbolic reinforcement method for the benefit of the experimental group.2. The second Result: There were no statistically significant differences between the mean ranks degrees members of the experimental group on the list of estimate of aggressive behavior and sub-fields in the two measurements dimensional and iterative (deferred), due to the use of symbolic reinforcement method, which means that the program is effective may after stopping for a month continued from time.3. The third conclusion: There were no statistically significant differences between the mean scores arranged male and female averages Order degrees in the experimental group on the list of aggressive behavior estimate sub-fields in telemetric attributed to the use of symbolic reinforcement method.

إشراف وإعداد

الإشراف

مها زحلوق

الإعداد

أحمد محمد أحسنه

الاقتباسات الببليوغرافية