الفهرس 
الفصل الثانى: الإطار النظري والمفاهيم الأساسية للدراسةيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
Introduction:-
The family is the first major system responsible for the social upbringing of the child, where the child acquires the basic mental ideas and standards within the family, and also through the interaction of the child with his parents, he can acquire habits for physical care, and social relations.
This means that the birth of an intellectual disability child to a family causes this family to have multiple problems and creates many social, psychological, and economic problems for it, and affects its life role in it, and in family relations, whether between the child and his parents, or between the retarded child and his normal sisters.
Intellectual disability is one of the most prevalent developmental disabilities, and the family is the main source of support for people with disabilities in any society. Families face a great deal of physical and psychological pressure while caring for these people.
where the effects of intellectual disability are directly reflected on the various aspects of the child’s behavior in varying degrees and proportions, they are reflected in his performance in mental and cognitive skills, as well as in his ability to social adaptation, and among the effects of intellectual disability is the poor adjustment of the child with intellectual disability with himself and with situations The new and thus his emotional and emotional compatibility and personality traits as a whole.
where in the past the reliance on intelligence was the only criterion in defining and diagnosing intellectual disability, and as a result of the criticism directed at intelligence as a single criterion, it was also relied on adaptive behavior as another criterion for the definition and diagnosis of intellectual disability.
The Study Problem: -
Intellectual disability is a serious problem facing all societies and leads to many negative effects, not only at the level of the disabled, but extends to the family and society, which may affect the development process in society. .
where the intellectual disability represents about 73% of the total disabled, and the intellectual disability of one of the children within the family has profound effects on the family, especially on the parents, especially when the family discovers this matter .
This means that the birth of an intellectual disability child in the family often undergoes multiple problems, and this birth has a significant impact in determining and shaping the parents’ attitudes towards their intellectual disability son. .
The presence of an intellectual disability child in the family causes a crisis for them, as the parents have contradictory feelings between guilt, shame, disappointment and frustration, and between anger and rejection. Parents’ reactions towards their children’s intellectual disability take successive stages, namely awareness of the existence of a problem, rejection, then acknowledgment of the main problem, then searching for the cause, and finally accepting the problem. They over-protect and care for him, and some of them take the opposite position as they reject this child, and some of them think that it is impossible to adapt to the problem of his child, and some of them deal with this son differently from what happens with the rest of the children.
The Study Questions: -
from the above, the problem of the current study is crystallized in the following general question:
Is there a relationship between Parental Treatment Styles and adaptive behavior for a sample of children with mild intellectual disability?
from the previous general question, the following sub-questions emerge:
1- Are there substantial differences between average scores of males and average scores of females on the adaptive behavior scale with its different dimensions?
2- Are there substantial differences in the different Parental Treatment Styles towards children with mild intellectual disability due to the gender variable (male-female)?
3- Are there substantial differences between the mean scores of children in middle childhood with mild intellectual disability (from six years old to less than 9 years old) and children in late childhood with mild intellectual disability (from 9 years to 12 years old) on the adaptive behavior scale with its various dimensions?
4- Are there substantial differences between the mean scores of children in middle childhood with mild intellectual disability (from 6 years to less than 9 years) and children in late childhood with mild intellectual disability (from 9 years to 12 years) on the scale of Parental Treatment Styles?
5- Are there substantial differences between the averages of the study sample on the adaptive behavior scale for children with mild intellectual disability due to the effect of the educational level (higher education / intermediate education / less than average education) and the economic level (high / medium / low) and the interaction between them?
6- Are there substantial differences between the averages of the study sample on the adaptive behavior scale for children with mild intellectual disability due to the effect of both the number of children and the arrangement of the disabled son and the interaction between them?
7- Are there substantial differences in the different Parental Treatment Styles due to the number of children ( one son, two, three sons, four sons, five sons)?
8- Can adaptive behavior with mild intellectual disability be predicted through Parental Treatment Styles?
- Aims of the study: -
The current study aims to achieve a set of goals, the most important of which are
1- To reveal the nature of the possible relationship between Parental Treatment Styles and adaptive behavior in a sample of children with mild intellectual disability.
2- Knowing the impact of intellectual disability on family cohesion.
3- Knowing the extent to which the families of intellectual disability are aware of the needs of their intellectual disability children.
4- Knowing Parental Treatment Styles towards intellectual disability children and their relationship to gender (males, females ).
5- Knowing the adaptive behavior skills of children with intellectual disabilities and their relationship (by gender - age - the economic and educational level of the parents - the number of children and the arrangement of the disabled son ).
6- Knowing Parental Treatment Styles towards intellectual disabilities children and their relationship to the educational level of the parents.
The importance of the study: -
The importance of the study appears in the light of two sides, one theoretical and the other practical.
a. the theoretical importance:
1- It is represented in shedding light on the problem of intellectual disability, its aspects, multiple dimensions and its consequences, whether on intellectual disability child or on his family.
2- Understand the nature of Parental Treatment Styles (mother and father) towards intellectual disability child and their impact on the adaptive behavior of the disabled child.
b.The practical importance:
1- The results of the current study can be used to draw up indicative programs to modify Parental Treatment Styles towards intellectual disability children and to develop the adaptive behavior skills of the disability child.
2- This study presents a measure of Parental Treatment Styles towards children with intellectual disabilities, and its translation is a measure of adaptive behavior among children with intellectual disabilities that enables researchers to use it in studies and research that serve these children.
Hypotheses of The Study:--
1- There are statistically significant differences between average scores of males and average scores of females on the adaptive behavior scale with its various dimensions.
2- There are statistically significant differences in the different Parental Treatment Styles towards children with mild intellectual disability due to the gender variable (male-female).
3- There are statistically significant differences between the mean scores of children in middle childhood with mild intellectual disability (from six years old to less than 9 years old) and children in late childhood with mild intellectual disability (from 9 years to 12 years old) on the adaptive behavior scale with its various dimensions.
4- There are statistically significant differences between the mean scores of children in middle childhood with mild intellectual disability (from 6 years to less than 9 years) and children in late childhood with mild intellectual disability (from 9 years to 12 years) on the scale of Parental Treatment Styles.
5- There are statistically significant differences between the averages of the study sample on the adaptive behavior scale for children with mild intellectual disability due to the effect of the educational level (higher education / intermediate education / less than average education) and the economic level (high / medium / low) and the interaction between them.
6- There are statistically significant differences between the averages of the study sample on the adaptive behavior scale for children with mild intellectual disability due to the effect of both the number of children and the arrangement of the disabled son and the interaction between them.
7- There are statistically significant differences in the different Parental Treatment Styles due to the number of children ( one son, two, three sons, four sons, five sons).
8- Adaptive behavior with mild intellectual disability can be predicted through Parental Treatment Styles.
Determinants of the study:- -
The present study is determined in light of the following determinants:
Methodological determinant:
The present study uses the descriptive approach, specifically the predictive correlative method.
The human determinant:-
The sample of the basic study consisted of (239) parents of children with mild intellectual disabilities, and the number of children was (134) males, and (105) females, and the ages of the children ranged between (6-12) years.
Performance determinant:
1- Parental Treatment Styles Scale (Prepared by the researcher)
2- Adaptive Behavior Scale (Arabization by the researcher)
Spatial determinants:
The tools were applied in centers and institutions for people with special needs in the following governorates: (Cairo - Giza - Sharkia - Qalyubia).
Time limits:
The tools were applied to the study sample from 12/5/2022 to 3/6/2022.
Statistical methods:
To analyze the study data, the researcher used the following statistical processing methods using the ( Spss ) program.
a. Methods for verifying the psychometric efficacy of measurements:
1- Pearson correlation coefficient
2- The confirmatory factor analysis method.
3- Cronbach’s alpha coefficient.
4- Mid- fragmentation factor.
b. Methods for statistical treatment of hypotheses:
1- t -test.
2- one-way analysis of variance test
3- Two-way analysis of variance test.
4- Multiple regression analysis.
- The Results of the Study:
1- There are statistically significant differences between the averages of the study sample on the adaptive behavior scale due to the effect of gender (males/females) in favor of females, or age (6 years to less than 9 years/9 years to 12 years) in favor of the older group.
2- There are no statistically significant differences between the averages of the study sample on the adaptive behavior scale due to the effect of the educational level (higher education / medium education / below average education), the economic level (high / medium / low) and the interaction between them, or the number of children (son One / two / three / four / five children), the arrangement of the disabled son (first / second / third / fourth / fifth) and the interaction between them.
3- There are statistically significant differences between the average scores of males and females in parental treatment styles (extra protection style - the style of families’ participation with institutions concerned with people with disabilities), and the results of the study proved that there are no statistically significant differences between the average degrees of males and females in parental treatment styles (perseverance style- Child abuse style - child pride style and support his growth and progress – the style of helping the child in his studies and learning - parents’ continuous learning style).
4- There are no statistically significant differences in parental treatment styles (extra protection style- child abuse style- child pride style and support his growth and progress – the style of helping the child in his studies and learning - the style of families’ participation with institutions concerned with people with disabilities - parents’ continuous learning style) according to the variable The age of the child with disabilities, as the results of the study demonstrated that there are statistically significant differences in the perseverance style according to the age variable of the child with disabilities in favor of older children.
5- There are no statistically significant differences between the average scores of individuals due to the number of children in the parental treatment styles (extra protection style - child abuse style - child pride style and support his growth and progress – the style of helping the child in his study and learning - the style of families’ participation with institutions concerned with people with disabilities- parents’ continuous learning style), and the results of the study proved that there are statistically significant differences between the average scores of individuals due to the number of children in the perseverance style.
6- There is a positive relationship between the perseverance style and the style of helping the child in his study and learning with the adaptive behavior of children with mild intellectual disabilities, and there is a negative relationship between child abuse style and parents’ continuous learning style with the adaptive behavior of children with mild intellectual disability, and also There is no relationship between extra protection style and child pride style and support his growth and progress, the style of families’ participation with institutions concerned with people with disabilities, and the adaptive behavior of children with mild intellectual disabilities.