الفهرس 
الفصل الأول: مدخل إلى الدراسةيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
Visual impairment is considered one of the disabilities that its members suffer from difficulty of acceptance by the sighted individuals in society, especially those who suffer from total loss of vision, and children with visual impairment suffer from many problems in their interaction, communication and integration with other ordinary people in the surrounding society. We have many experiences and life skills, and with the passage of time these skills develop and refine, but with a disability such as blindness, it is difficult to obtain these experiences (Ahmad Awad, Suhaib Salim, 2012, pp. 21,22).
Typical behaviors are defined as the non-purposeful and repetitive movement characteristics that characterize people with visual impairment, such as moving the head left and right, as well as moving the body in a specific direction repeatedly (Abdulaziz Al-Sartawi et al., 2002, p. 285).
And McHugh (1995) argues that the absence of opportunities to satisfy the basic needs of movement leads to children with visual impairments seeking satisfaction through their typical non-purposeful physical activities. Stereotypical behaviors cover a wide range of activities for people with visual impairments such as: shaking the head movements and pressing the hand on me Eye and large body movements such as: upper body swing.
Children with visual impairment are not exposed to environmental experiences like those available to their sighted peers, they develop non-consensual behaviors, and many children with visual impairment do not understand appropriate social behavior because they cannot obtain this through normal social interactions (Smith, 2007).
These behaviors affect the personalities of children with visual impairment, as they lead to poor self-acceptance and a tendency to loneliness and distancing themselves from people, and these behaviors make children preoccupied with themselves and reduce their attention, which negatively affects their academic achievement (Muhammad Yusuf, 2011, p. 435).
Howard (2006) suggests that blindness crises induce a negative trend towards the visually impaired. These attitudes represent a social problem that can be dealt with and the chances of overcoming it increase through behavioral intervention (Heward, 2006: 53).
Research problem:-
Visually impaired children need a great deal of psychological and social care for many reasons, the most important of which is that the blind child has a psychological structure of his own as a result of the disability he suffers from and his sense of difference from other ordinary children, his disability and his inability to control the environment around him,The problem of the current study is to know the extent of the effectiveness of an early intervention program in reducing the severity of stereotypical behavior and its effect on self-concept among children with blindness.
from personal observations, the researcher noticed through her field visit to Al-Nour and Al-Amal School in eastern Beni Suef and Rawdat Al-Nour and Al-Amal in Beni Suef Center that children with visual impairment suffer from some stereotypical behaviors. Before their problem increases.
• One of the reasons that called the researcher to choose this problem is that the interest and support provided to children with blindness is still below the required level, and the visual disability imposes on the child with visual impairment a group of psychological, social and educational pressures, and affects the extent of his adaptation to himself on the one hand and with his society On the other hand.
• In view of the prevalence of this stereotypical behavior among children with blindness, the researcher pushed for a training program to reduce the severity of typical behavior based on behavior modification techniques and behavioral theory.
Hence the problem of the study arose, which prompted the researcher to address this topic due to its importance on the one hand and the scarcity of studies and research that dealt with his studies inside the country on the other hand.
Hence the problem of the study arose, which prompted the researcher to address this topic due to its importance on the one hand and the scarcity of studies and research that dealt with his studies inside the country on the other hand.
The study problem can be formulated in an attempt to answer the following main question:
What is the effectiveness of an early intervention program in reducing the severity of stereotypical behavior and its impact on self-concept among children with blindness?
This question is divided into a set of sub-questions as follows:
(1) Are there differences between the mean scores of the experimental group members on the dimensions of the standard behavior scale and the total score of the scale in the pre and post measures?
(2) Are there differences between the mean scores of the experimental group members on the dimensions of the standard behavior scale and the total score in the post and tracer measures?
(3) Are there differences between the mean scores of the experimental group members on the dimensions of the self-concept scale and the total score of the scale in the pre and post measures?
(4) Are there differences between the mean scores of the experimental group members on the self-concept scale and the total score in the post and tracer measures?
Research Aims:
The current study aimed to prepare a program for early intervention in reducing the severity of stereotypical behavior and experimenting with it on a sample of children with blindness using techniques of behavior modification by identifying and reducing the common stereotypical behaviors of these children, then knowing the effect of this improvement on their self-concept, which leads to Achieving personal and social compatibility.
Research Importance:-
• The importance of the study appears clear from the fact that it is based on a group of children with visual impairment (blindness). The current study offers a program for early intervention in reducing the severity of typical behavior and its impact on the self-concept of children with blindness, which can be used by workers with the visually impaired. And also to benefit from its application on samples similar to the current study sample.
• The study provides a standardized tool to measure the stereotypical behavior of children with blindness, and the Self-Concept Scale is written in Braille.
• The earlier the detection of stereotypical behaviors, the easier it is to treat them. Stereotypical behaviors, if not addressed in the first stages, increase in the following stages.
• Among the important characteristics that must be taken care of for the visually impaired is the concept of self, which determines the nature of the relationship between the individual and himself and between him and others, which leads to adaptation to the self and others.
• The importance of the study is also due to the scarcity of Arab studies that dealt with the stereotypical behaviors of children with blindness, which may provide an opportunity for researchers to conduct more studies in this area.
• The study covers one of the fields that have not received sufficient attention from researchers in the field of psychological counseling and behavior modification in children with blindness.
The research sample:
It consisted of (12) children (6) males and (6) females in Al-Nour and Al-Amal School for the Blind, east of the Nile, in Beni Suef Governorate. They were selected from (91) children with blindness, and the sample members were selected who obtained scores above average and high on the behavior scale. Typically, their ages ranged from (10-12) years and did not suffer from any other disability.
Research Methodology:
The researcher used the experimental approach that is based on studying the effect of the independent variable (the training program to reduce the intensity of stereotypical behavior) on the first dependent variable (stereotypical behaviors) and then the second dependent variable (self-concept), and the researcher used the one-group experimental design.
The limits of the study:
(1) Spatial boundaries: Al-Nour and Al-Amal School for the Blind, East of the Nile, Beni Suef Governorate.
(2) Temporal boundaries: The current research was conducted in the second term of the year 2019-2020 and the first term of the year 2020-2021.
(3) Human limits: Children with blindness are 6 males and 6 females in Al-Nour School for the Blind, and their ages range from (10-12) years.
Search Tools:
(1) The Standard for Patterned Behavior for Children with Blindness (Researcher Preparation)
(2) Children’s Self-Concept Scale (Farouk Abdel-Fattah Ali Musa, 2008)
(3) An early intervention program to reduce the severity of stereotypical behavior (researcher preparation)
Research hypotheses
(1) There are statistically significant differences between the mean scores of the experimental group members on the dimensions of the standard behavior scale and the total score of the scale in the pre and post measurements in favor of the post measurement.
(2) There are statistically significant differences between the mean scores of the experimental group members on the dimensions of the self-concept scale and the total degree of the scale in the pre and post measurements in favor of the post measurement.
(3) There are no statistically significant differences between the mean scores of the experimental group members on the dimensions of the standard behavior scale and the total score in the post and tracer measures.
(4) There are no statistically significant differences between the mean scores of the experimental group members on the self-concept scale and the total score in the post and tracer measures.
Statistical methods
(1) Wilcoxon test of two linked samples while testing the validity of the hypotheses.
(2) Pearson Correlation Coefficient.
(3) Arithmetic mean.
(4) Standard deviation.
(5) Ka 2
Research Results:
The current research reached the following results:
(1) There were statistically significant differences at the level of significance (0.01) between the mean scores of the experimental group children in the pre and post measurements of the standard behaviors scale in favor of the post measurement.
(2) There were statistically significant differences at the level of significance (0.01) between the mean scores of the experimental group’s children in the pre and post measurements of the children’s self-concept scale in favor of the average ranks of the post-measurement scores.
(3) There are no statistically significant differences between the mean scores of the children’s scores in the post and tracer measurements on the stereotypical behaviors scale for children, meaning that there is a convergence between the mean scores of the experimental group members in the post and tracer measurements.
(4) There are no statistically significant differences between the mean scores of the children’s scores in the post and tracer measurements on the children’s self-concept scale, meaning that there is a convergence between the mean scores of the experimental group members in the post and tracer measurements.