‫استخذاو مقيبس فب يىالوذ نهسهُك انتكيفي مع انتالميز رَي اإلعبقخ انفكشيخ‬

‫ثبنشيبض‬ ‫َمتعذدي انعُق َرَي اضطشاة انتُحذ يف معبٌذ انرتثيخ انفكشيخ‬

‫ﺍﺳﺘﺨﺪﺍﻡ ﻣﻘﻴﺎﺱ ﻓﺎﻳﻨﻼﻧﺪ ﻟﻠﺴﻠﻮﻙ ﺍﻟﺘﻜﻴﻔﻲ ﻣﻊ ﺍﻟﺘﻼﻣﻴﺬ ﺫﻭﻱ ﺍﻹﻋﺎﻗﺔ ﺍﻟﻔﻜﺮﻳﺔ‬ ‫ﺍﻟﻌﻨﻮﺍﻥ‪:‬‬
‫ﻭﻣﺘﻌﺪﺩﻱ ﺍﻟﻌﻮﻕ ﻭﺫﻭﻱ ﺍﺿﻄﺮﺍﺏ ﺍﻟﺘﻮﺣﺪ ﻓﻲ ﻣﻌﺎﻫﺪ ﺍﻟﺘﺮﺑﻴﺔ ﺍﻟﻔﻜﺮﻳﺔ ﺑﺎﻟﺮﻳﺎﺽ‬
‫ﺭﺳﺎﻟﺔ ﺍﻟﺘﺮﺑﻴﺔ ﻭﻋﻠﻢ ﺍﻟﻨﻔﺲ ‪-‬ﺍﻟﺴﻌﻮﺩﻳﺔ‬ ‫ﺍﻟﻤﺼﺪﺭ‪:‬‬
‫ﺍﻟﻌﺘﻴﺒﻲ‪ ،‬ﺑﻨﺪﺭ ﺑﻦ ﻧﺎﺻﺮ‬ ‫ﺍﻟﻤؤﻟﻒ ﺍﻟﺮﺋﻴﺴﻲ‪:‬‬
‫ﻉ ‪34‬‬ ‫ﺍﻟﻤﺠﻠﺪ‪/‬ﺍﻟﻌﺪﺩ‪:‬‬
‫ﻧﻌﻢ‬ ‫ﻣﺤﻜﻤﺔ‪:‬‬

‫مهخص انذساسخ‪:‬‬
‫‪2010‬‬ ‫ﺍﻟﺘﺎﺭﻳﺦ ﺍﻟﻤﻴﻼﺩﻱ‪:‬‬
‫ﻣﺎﺭﺱ‬ ‫ﺍﻟﺸﻬﺮ‪:‬‬
‫‪45 - 69‬‬ ‫ﺍﻟﺼﻔﺤﺎﺕ‪:‬‬
‫‪111361‬‬ ‫ﺭﻗﻢ ‪:MD‬‬
‫ﺑﺤﻮﺙ ﻭﻣﻘﺎﻻﺕ‬ ‫ﻧﻮﻉ ﺍﻟﻤﺤﺘﻮﻯ‪:‬‬
‫‪EduSearch‬‬ ‫ﻗﻮﺍﻋﺪ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ‪:‬‬
‫ﺍﻟﺘﻼﻣﻴﺬ ﺫﻭﻱ ﺍﺿﻄﺮﺍﺏ ﺍﻟﺘﻮﺣﺪ‪ ،‬ﺍﻟﺮﻳﺎﺽ‪ ،‬ﻣﻌﺎﻫﺪ ﺍﻟﺘﺮﺑﻴﺔ ﺍﻟﻔﻜﺮﻳﺔ‪ ،‬ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﺨﺎﺹ‪،‬‬ ‫ﻣﻮﺍﺿﻴﻊ‪:‬‬
‫ﺍﻟﺘﻼﻣﻴﺬ ﺫﻭﻱ ﺍﻻﻋﺎﻗﺔ ﺍﻟﻔﻜﺮﻳﺔ‪ ،‬ﺍﻟﺘﻼﻣﻴﺬ ﻣﺘﻌﺪﺩﻱ ﺍﻻﻋﺎﻗﺔ‪ ،‬ﺍﻟﺴﻠﻮﻙ ﺍﻟﺘﻜﻴﻔﻲ‪ ،‬ﺗﻄﻮﻳﺮ‬
‫ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻟﺴﻠﻮﻛﻴﺔ‪ ،‬ﻣﻘﻴﺎﺱ ﻓﺎﻳﻨﻼﻧﺪ ﻟﻠﺴﻠﻮﻙ ﺍﻟﺘﻜﻴﻔﻲ‪ ،‬ﺍﻟﻘﺪﺭﺍﺕ ﺍﻟﻌﻘﻠﻴﺔ‪ ،‬ﺍﻟﺘﻮﺍﻓﻖ‬
‫ﺍﻻﺟﺘﻤﺎﻋﻲ‪ ،‬ﺍﻟﻨﺸﺎﻁ ﺍﻻﺟﺘﻤﺎﻋﻲ‬
‫‪http://search.mandumah.com/Record/111361‬‬ ‫ﺭﺍﺑﻂ‪:‬‬

‫مقذمخ‬

‫‪.‬‬

‫ﺍﻟﺤﻘﻮﻕ ﻣﺤﻔﻮﻇﺔ‪.‬‬ ‫‪Grossman,‬‬ ‫‪1973‬‬

‫ﺍﻟﻤﻨﻈﻮﻣﺔ‪ .‬ﺟﻤﻴﻊ‬ ‫© ‪ 2016‬ﺩﺍﺭ‬
‫ﻫﺬﻩ ﺍﻟﻤﺎﺩﺓ ﻣﺘﺎﺣﺔ ﺑﻨﺎﺀ ﻋﻠﻰ ﺍﻹﺗﻔﺎﻕ ﺍﻟﻤﻮﻗﻊ ﻣﻊ ﺃﺻﺤﺎﺏ ﺣﻘﻮﻕ ﺍﻟﻨﺸﺮ‪ ،‬ﻋﻠﻤﺎ ﺃﻥ ﺟﻤﻴﻊ ﺣﻘﻮﻕ ﺍﻟﻨﺸﺮ ﻣﺤﻔﻮﻇﺔ‪ .‬ﻳﻤﻜﻨﻚ ﺗﺤﻤﻴﻞ ﺃﻭ ﻃﺒﺎﻋﺔ ﻫﺬﻩ ﺍﻟﻤﺎﺩﺓ ﻟﻼﺳﺘﺨﺪﺍﻡ‬
‫ﺍﻟﺸﺨﺼﻲ ﻓﻘﻂ‪ ،‬ﻭﻳﻤﻨﻊ ﺍﻟﻨﺴﺦ ﺃﻭ ﺍﻟﺘﺤﻮﻳﻞ ﺃﻭ ﺍﻟﻨﺸﺮ ﻋﺒﺮ ﺃﻱ ﻭﺳﻴﻠﺔ )ﻣﺜﻞ ﻣﻮﺍﻗﻊ ﺍﻻﻧﺘﺮﻧﺖ ﺃﻭ ﺍﻟﺒﺮﻳﺪ ﺍﻻﻟﻜﺘﺮﻭﻧﻲ( ﺩﻭﻥ ﺗﺼﺮﻳﺢ ﺧﻄﻲ ﻣﻦ ﺃﺻﺤﺎﺏ ﺣﻘﻮﻕ ﺍﻟﻨﺸﺮ ﺃﻭ ﺩﺍﺭ‬
‫ﺍﻟﻤﻨﻈﻮﻣﺔ‪.‬‬
‫استخذاو مقيبس فب يىالوذ نهسهُك انتكيفي مع انتالميز رَي اإلعبقخ انفكشيخ‬
‫َمتعذدي انعُق َرَي اضطشاة انتُحذ يف معبٌذ انرتثيخ انفكشيخ ثبنشيبض‬

‫مهخص انذساسخ‪:‬‬

‫مقذمخ‬

‫‪.‬‬

‫‪Grossman, 1973‬‬
‫مشكهخ انذساسخ‬

‫ٌذف انذساسخ‬

‫أٌميخ انذساسخ‬

‫أسئهخ انذساسخ‬
 ‫املصطهحبد املستخذمخ‬


IDEA' 97 Regulation

IDEA' 97 Regulation
 ‫وشأح مفٍُو انسهُك انتكيفي َتطُسي‬

Grossman, 1973

AAMR
Heber, 1961

Grossman, 1973

Schalock,
1999

Baumeister& Muma, 1975

Horton, 1966

AAIDD AAMR
 :‫انسهُك انتكيفي ثذايبد انقشن انعششيه‬

Wechsler, 1991

Doll, 1953

Foster, Shellhaas& Leland, 1986

Nihira, Leland& Lambert, 1993

Lambert, Leland,& Nihira, 1993

:‫انسهُك انتكيفي أثىبء انستيىيبد‬

Horn& Fuchs, 1987

 :‫انسهُك انتكيفي أثىبء انسجعيىيبد‬

Schalock, 1991

:‫انسهُك انتكيفي أثىبء انثمبويىيبد‬

Hawinks& Cooper, 1990

Meyers, Nihira& Zetlin, 1979

Bruininks, McGrew& Maruyama, 1988

 Widaman, McGrew, 1996

Doll, 1966 Sternberg, 1984

‫انذساسبد انسبثقخ‬

Njardvik, Matson, Cherry, 1999

Symsons et al, 2001

 Gould, 1977

Loveland& Kelley,
1991

Rodrigue, Morgan, & geffken, 1991

Van& Lori, 1997

‫‪Schatz& Hamdan–Allen, 2005‬‬

‫تهخيص انذساسبد انسبثقخ‬

‫إجشاءاد انذساسخ‬
‫مىٍج انذساسخ‪:‬‬

‫جمتمع انذساسخ‪:‬‬
 :‫عيىخ انذساسخ‬

:‫أداح انذساسخ‬
VABS
Sparrow, Balla, & Cicchetti, 1984
Doll, 1951

Communication
Daily Living Skills
Socialization
Motor Skills
Maladaptive Behavior

:‫صذق املقيبس يف صُستً املعشثخ‬

 ‫ثجبد املقيبس‬

‫‪Alpha‬‬

‫األسبنيت اإلحصبئيخ‪:‬‬
‫‪SPSS‬‬
‫‪‬‬
‫‪‬‬
‫‪‬‬

‫حتهيم انىتبئج َمىبقشتٍب‬

‫انسؤال األَل‪:‬‬
Njardvik, Matson, Cherry, 1999

:‫انسؤال انثبوي‬
‫انسؤال انثبنث‪:‬‬
‫انسؤال انشاثع‪:‬‬
‫اخلبمتخ َانتُصيبد‬
 ‫املشاجع‬

American Association on Mental Retardation. (1992). Mental retardation. Definition, classification

and systems of support (9 th ed.). Washington DC: American Association on Mental Retardation.
American Association on Mental Retardation. (2002). Mental retardation, definition, classification and
systems of support (10th ed.). Washington, DC: American Association on Mental Retardation.
Baumeister, A.A., & Muma, J. R. (1975). On defining mental retardation. Journal of Special
Education, 9 293-306.
Bildet, A., Kraijer, D., Sytema, S., & Mindera, R. (2005). The psychometric properties of Vineland
Adaptive Behavior Scale in children and adolescent with mental retardation. Journal of Autism
and Development Disorders, 35 (1) 53-62.
Bruininks, R. H., McGrew, K., & Maruyama, G. (1988). Structure of adaptive behavior in sample with
and without mental retardation. American Journal of Mental Retardation, 93 (3) 265- 272.
Carter, A. S., Volkmar, F. R., Sparrow, S. S., Wang, J., Lord, C., Dawson, G., Fombonne, E.,
Loveland, K., Mesio, G., & Schopler, E. (1998). The Vineland Adaptive Behavior Scales:
Supplementary norms for individuals with autism. Journal of Autism and Developmental
Disorders, 28, 287-302.
Carter, A. S., Volkmar, F. R., Sparrow, S. S., Wang, J. J., Lord, C., & Dawson, G. (1998). The
Vineland Adaptive Behavior Scales: Supplementary norms for individuals with autism. Journal
of Autism and Developmental Disorders, 28,287-302.
Doll, E. A. (1953). Measurement of social competence. USA: Educational Publishers.
Gould, J. (1977). The use of the Vineland Social Maturity Scale, the Merrill-Palmer Scale of Mental
Tests (non-verbal items) and the Reynell Developmental Language Scales with Children in
contact with the services for severe mental retardation. Journal of Mental Deficiency Research,
21, 213-226.
Grossman, H. J. (Ed). (1973). Manual on terminology and classification in mental retardation (Rev.
ed). Washington, DC: American Association on Mental Deficiency.

Kraijer, D. (2000). Review of adaptive behavior studies in mentally retarded persons with
autism/pervasive developmental disorder. Journal of Autism and Developmental Disorders, 30,
39-47.
Hawkins, G. D., & Cooper, D. H. (1990). Adaptive behavior measures in mental retardation: Subject
description in AJMD/AJMR articles. American Journal of Mental Deficiency Monongraph, 65.
Horton, L. (1966). The historical development of the concept of adaptive behavior. Paper presented at
the annual meeting of American Association of Mental Deficiency. Chicago.
Lambert, N., Nihira, K., & Leland, H. (1993). AAMR Adaptive behavior scale-school version (2nd
edition). Austin, TX: Pro-Ed.
Loveland, K. A., & Kelley, M. L. (1988). Development of adaptive behavior in adolescents and young
adults with autism and down syndrome. American Journal on Mental Retardation, 93, 84-92.
Loveland, K. A., & Kelley, M. L. (1991). Development of adaptive behavior in preschoolers with
autism or down syndrome. American Journal on Mental Retardation, 96, 13 -20.
Luckasson, R., Coulter, D. L., Polloway, E. A., Reiss, S., Schalock, R. L., Snell, M. E., Spitalnik, D.
M., & Stark, J. A. (1992). Mental retardation: Definition, classification and systems of supports.
Washington DC: AAMR.
Matson, J. L., Mayville, E, A., Lott, J, D., Bielecki, J., & Logan, R. (2003). A Comparison of social
and adaptive functioning in persons with psychosis, autism, and severe or profound mental
retardation.
Meyers, C. E., Nihira, K., & Zetlin, A. (1979). The measurement of adaptive behavior. In N. R. Ellis
(Ed.), Handbook of mental deficiency.Psychological theory and research (2nd ed.). Hillsdale,
NJ: Erlbaum
Njardvik, U., Matson, J & Cherry, K. (1999). A Comparison of social skills in adults with autistic
disorder, pervasive developmental disorder not otherwise specified, and mental retardation.
Journal of Autism and Developmental Disorders, 29, (4) 1999.
Nihira, K., Foster, R., Shellhaas, M., & Leland, H. (1968). Adaptive behavior checklist. Washington,
DC: American Association on Mental Deficiency.
Nihira, K., Leland, H., Lambert, N. (1993). AAMR Adaptive behavior scale-residential and
community version (2nd ed). Austin, TX: Pro-Ed.
Rodrigue, J. R., Morgan, S. B., & Geffken, G. R. (1991). A comparative evaluation of adaptive
behavior in children and adolescents with autism, Down syndrome, and normal development.
Journal of Autism and Developmental Disorders, 21, 187-196.
Schalock, R. L. (1999). Adaptive Behavior and its Measurements: Implications for the Find of Mental
Retardation. Washington, DC: American Association on Mental Retardation.
Schatz, J., & Hamdan-Allen, G. (2005). Effects of age and IQ on adaptive behavior domains for
children with autism. Journal of Autism and Developmental Disorders, 25, 51 -60.
Sparrow, S. S., Balia, D., & Cicchetti, D. (1984). The Vineland Adaptive Behavior Scales: Interview
edition, Survey Form. Circle Pines, MN: American Guidance Service.
Sternberg, R. J. (1984). Macrocomponents and microcomponents of intelligence: Some proposed loci
of mental retardation. In P. H. Brooks, R. Sperber, & C. McCauley (Ed.), Learning and cognition
in the mentally retarded (pp. 89-114). Hillsdale, NJ: Lawrence Erlbaum.
Symons, F. J., Clark, R. D, Roberts, J.P., & Bailley, D.P. (2001). Classrooms behavior of elementary
school-age boys with fragile x syndrome. The Journal of Special Education, 34 (4) 194-202.
Van, M. & Lori (1997). Delay versus deviance in autistic social behavior. Journal of Autism and
Developmental Disorders, 27, 5.
Wechsler, D. (1991). WISC-III Manual.San Antonio, TX: Psychological Corporation.
Widaman, K, F., & McGrew, K. S. (1996). The structure of adaptive behavior. In J. W. Jacobson & J.
Mulick (Eds.) Manual of diagnosis and professional practice in mental retardation (pp. 97 - 110).
Washington, DC: American Association of Mental Retardation.
 Abstract

The current study aimed to compare the behavioral skills of three groups of disabilities
(Intellectual disability, multiple disabilities, and Autism) by using the Vinland Adaptive
Behavior Scale. The study sample contained of 79 students who ranged between the ages
(8-12), and spent in the Institute from (2 to 4) years.
The targeted students were chosen randomly from the two Intellectual Institutions in
Riyadh
City. The students were divided as follow: 1) 29 students with intellectual disabil ity, 2)
25 students with multiple disabilities, and 3) 25 students with autism.
The result showed when comparing the performance of the three groups on Vineland
adaptive behavior scale clear evidence of low performance of students with autism
comparing to students of the other two categories, while there was a difference in
preference in the performance between students with intellectual disability and students
with multiple disabilities.

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