A Linguistic Enrichment Program for Kindergarten and Its Impact on Developing Positive Behavior in Children with Intellectual Disabilities in Tabuk City

Abstract

This research aimed to investigate the impact of a phonological awareness-based language enrichment program on developing positive behavior in children with intellectual disabilities in Tabuk. To achieve this, the research employed a quasi-experimental design. The primary sample consisted of 16 children with intellectual disabilities, randomly selected and equally divided into two groups (experimental and control), each comprising 8 children aged 4-6 years, with a mean age of 4.56 years and a standard deviation of 0.727.

To collect data and test the hypotheses, a set of instruments was used, including: the Positive Behavior Scale (Positive Automatic Naming Speed ​​Behavior), Raven's Colored Progressive Matrices test, and the Vineland Adaptive Behavior Scale, in addition to the implementation of the phonological awareness-based language enrichment program, which lasted for 5 weeks.

The statistical analysis yielded several key findings, most notably:

Statistically significant differences (α=0.05) were found between the mean ranks of the experimental and control groups' post-test scores on the Positive Behavior Scale, favoring the experimental group.

Statistically significant differences (α=0.05) were also found between the mean ranks of the experimental group's pre-test and post-test scores, favoring the post-test.

The enrichment program demonstrated a significant positive effect on improving positive behavior among the experimental group, with this effect persisting even after the program's completion.

Based on these findings, the research recommends designing and implementing evidence-based language enrichment programs in special education institutions, as well as providing targeted training programs for staff working in these institutions to ensure effective implementation.