الفهرس 
مدخل الدراسةيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
Speech and language disorders are defined as a communication disorder such as stuttering, speech impairment, poor language use and understanding, or voice impairment, which negatively affects the child’s educational performance.
The etiology of communication disorders may be due to environmental or faulty learning, neurological impairments, developmental disabilities, anatomical or physiological abnormalities, cognitive deficits, hearing impairment, or damage to any part of the speech system. Communication disorders may be caused by congenital or acquired problems, and it may range from borderline to significant.
Psychotherapy is one approach to treating speech and language disorders and improving psychological adjustment. Speech and language treatment programs employ a variety of approaches that are dependent on the particular needs and circumstances of the child. Several important factors shape the appropriate intervention program for any given child. These include treatment objectives based on the severity of the disorder, the developmental level of the child, the individuals involved in the intervention, the setting in which treatment is provided, and certain key properties of speech and language.
Thus, this study aims to design a therapeutic program and shed light on its effectiveness in improving the psychological adjustment of primary school students with speech and language disorders.
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Aims of the study:-
The study aims to identify the Effectiveness of a therapeutic program in improving the psychological adjustment of primary school students with speech and language disorders.
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The problem of study:-
The problem of the study can be determined through of the following questions:-
1- Are there statistically significant differences among the means ranks of the experimental group and the means ranks of the control group (after the therapeutic program) on the language disorders scale in favour of the experimental group?
2- Are there statistically significant differences among the means ranks of the experimental group in the pre-test and the means ranks of the same group in the post test on the language disorders scale in favour of the post-test?
3- Are there no statistically significant differences among the means ranks of the experimental group in the post-test and the means ranks of the same group in the follow up-test on the language disorders scale?
4- Are there statistically significant differences among the means ranks of the experimental group and the means ranks of the control group (after the therapeutic program) on the stuttering scale in favour of the experimental group?
5- Are there statistically significant differences among the means ranks of the experimental group in the pre-test and the means ranks of the same group in the post test on the stuttering scale in favour of the post-test?
6- Are there no statistically significant differences among the means ranks of the experimental group in the post-test and the means ranks of the same group in the follow up-test on the stuttering scale?
7- Are there statistically significant differences among the means ranks of the experimental group and the means ranks of the control group (after the therapeutic program) on the psychological adjustment scale in favour of the experimental group?
8- Are there statistically significant differences among the means ranks of the experimental group in the pre-test and the means ranks of the same group in the post test on the psychological adjustment scale in favour of the post-test?
9- Are there no statistically significant differences among the means ranks of the experimental group in the post-test and the means ranks of the same group in the follow up-test on the psychological adjustment scale?
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procedures of the study:-
1- Method:
The study used the experimental approach, using pretest - posttest control / experimental group design .
2- The study sample:-
The study sample consists of (10 children as an experimental group) were exposed to the therapy program, and control group consists of (10 children as an control group) were not exposed to the therapy program.
3- Study tools:-
- Stanford-Binet Intelligence Scales, Fifth Edition.
- Socio-economic level form (prepared by Abd elaziz Elshakhs)
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- Psychological adjustment scale (prepared by the researcher).
- Language Disorder Scale (prepared by the researcher).
- The stuttering (prepared by the researcher).
- The therapeutic program (prepared by the researcher).
4- Statistical methods:-
- Factor Analysis.
- Correlation Coefficient.
- Cronbach alpha.
- Mann-Whitney (U) test.
- The Wilcoxon(W) matched pairs-signed ranks test.
hypotheses of The Study:-
1- There are statistically significant differences among the means ranks of the experimental group and the means ranks of the control group (after the therapeutic program) on the language disorders scale in favor of the experimental group.
2- There are statistically significant differences among the means ranks of the experimental group in the pre-test and the means ranks of the same group in the post-test on the language disorders scale in favor of the post-test.
3- There are no statistically significant differences among the means ranks of the experimental group in the post-test and the means ranks of the same group in the follow up-test on the language disorders scale.
4- There are statistically significant differences among the means ranks of the experimental group and the means ranks of the control group (after the therapeutic program) on the stuttering scale in favor of the experimental group.
5- There are statistically significant differences among the means ranks of the experimental group in the pre-test and the means ranks of the same group in the post-test on the stuttering scale in favor of the post-test.
6- There are no statistically significant differences among the means ranks of the experimental group in the post-test and the means ranks of the same group in the follow up-test on the stuttering scale.
7- There are statistically significant differences among the means ranks of the experimental group and the means ranks of the control group (after the therapeutic program) on the psychological adjustment scale in favor of the experimental group.
8- There are statistically significant differences among the means ranks of the experimental group in the pre-test and the means ranks of the same group in the post-test on the psychological adjustment scale in favor of the post-test.
9- There are no statistically significant differences among the means ranks of the experimental group in the post-test and the means ranks of the same group in the follow up-test on the psychological adjustment scale.
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Results of The Study:-
The training program proved to be effective. Results of the study showed the following:
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1- There are statistically significant differences among the means ranks of the experimental group and the means ranks of the control group (after the therapeutic program) on the language disorders scale in favor of the experimental group.
2- There are statistically significant differences among the means ranks of the experimental group in the pre-test and the means ranks of the same group in the post-test on the language disorders scale in favor of the post-test.
3- There are no statistically significant differences among the means ranks of the experimental group in the post-test and the means ranks of the same group in the follow up-test on the language disorders scale.
4- There are statistically significant differences among the means ranks of the experimental group and the means ranks of the control group (after the therapeutic program) on the stuttering scale in favor of the experimental group.
5- There are statistically significant differences among the means ranks of the experimental group in the pre-test and the means ranks of the same group in the post-test on the stuttering scale in favor of the post-test.
6- There are no statistically significant differences among the means ranks of the experimental group in the post-test and the means ranks of the same group in the follow up-test on the stuttering scale.
7- There are statistically significant differences among the means ranks of the experimental group and the means ranks of the control group (after the therapeutic program) on the psychological adjustment scale in favor of the experimental group.
8- There are statistically significant differences among the means ranks of the experimental group in the pre-test and the means ranks of the same group in the post-test on the psychological adjustment scale in favor of the post-test.
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9- There are no statistically significant differences among the means ranks of the experimental group in the post-test and the means ranks of the same group in the follow up-test on the psychological adjustment scale.