الفهرس 
الفصـل الأول: مدخـــل الدراســةيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
Down syndrome is a form of mental disability. It is also a condition, not a disease or disorder. This condition is mainly caused by a chromosomal abnormality that results from a defect or anomaly in cell division, whether before or after pregnancy, whether these cells are female or male, which leads to The presence of an additional chromosome in chromosome No. 21 as a result of this, and thus it becomes triploid instead of being bilateral in the normal situation, thus bringing the number of chromosomes in one cell to 47 instead of 46.
One of the most important effects of this condition is the occurrence of a deficiency in the mental functioning, with which the child’s intelligence decreases to become within the limits of simple or moderate mental retardation only. Therefore, the category of Down syndrome is one of the most obvious categories of mental disability from the rest of its categories, as it has its own characteristics that distinguish it, such as facial features , protrusion of the tongue, short stature, short feet and hands, and health problems such as heart problems, hearing and vision impairment, as well as language problems due to the weak pre-language skills of these children, represented in the lack of common attention skills, visual perception, imitation, and the use of gestures, in which deficiencies are an indicator of the risk of language delay in these children.
Hence the need for directed play programs to improve pre-language skills for children in general and children with Down syndrome in particular, given that it is one of the automatic daily activities that the child loves and brings him a measure of pleasure and fun and the acquisition of many communication and social skills.
Study Problem:
Through the researcher’s work in the field of people with special needs, she noticed that children with Down syndrome have deficiencies in pre-language skills represented in joint attention, eye contact, imitation, use of gestures, role exchange, and symbolic play, and this in turn affects the subsequent development of children’s language skills. People with Down syndrome, and previous studies have confirmed this lack of pre-language skills for children with Down syndrome, such as a study (Rouhiya Ahmed, 2014), a study (Nihal Abdel Raouf, 2020), a study (Mona Kamal, 2021), and other studies, Therefore, the current study seeks to provide a training program based on directed play to improve pre-language skills for children with Down syndrome, where the improvement of these skills by using directed play programs leads to the improvement of linguistic, social and intellectual skills, receptive and expressive language, an increase in the level of mental processes, and better emotional and social compatibility among children. These children later.
The problem of the current study can be formulated in the following two questions:
1. What is the effectiveness of the directed play-based training program to improve Pre-Linguistic skills of children with Down syndrome?
2. What is the continuity of the game-based training program to improve Pre-Linguistic skills for children with Down syndrome after two months of applying the program?
Objectives of the study:
The current study aims to:
1. To investigate the effectiveness of a directed play-based training program to improve the Pre-Linguistic skills of children with Down syndrome.
2. To identify the extent of the impact of the training program based on the directed play to improve the Pre-Linguistic skills of children with Down syndrome.
Importance of study:
The importance of the current study is represented in the importance of the aspect that it addresses as it seeks to study the effectiveness of a training program based on directed play to improve Pre-Linguistic skills for children with Down syndrome.
A_ Theoretical importance:
It lies in the following points:
1. Focusing on improving the Pre-Linguistic skills of children with Down syndrome because of its importance in the subsequent development of Linguistic skills.
2. Directing the attention of those interested in caring for children with Down syndrome by preparing special programs for them.
3. Emphasizing the effective role of directed play in training and educating children with Down syndrome.
B _ applied importance:
It lies in the following:
1. Benefit from the program to improve Pre-Linguistic skills for children with Down syndrome, if its effectiveness is proven.
2. Helping children with Down syndrome by training them to improve Pre-Linguistic skills, which contributes to the normal improvment of their Linguistic.
3. The results of the training program can increase the awareness of caregivers of the impact and importance of playing directed to improve Pre-Linguistic skills of children with Down syndrome.
Terminology of study:
1. Pre-Linguistic skills.
2. directed play.
3. The training program.
4. Children with Down syndrome.
Study hypotheses:
Arithmetic means and standard deviation.
Cronbach’s alpha coefficient to verify the reliability of the study tool (pre-language skills scale).
Correlation coefficient: It is used to calculate the internal consistency and validity of the criterion.
The Wilcoxon signed Ranks test for the significance of differences for two related samples, in order to calculate the significance of the differences between the mean ranks of the experimental group, the differences in the pre and post measurements.
The Study Sample:
The study sample consisted of (8) children with Down syndrome (5) females and (3) males.
Study tools:
The current study used the following tools:
1. Measurement of Pre-Linguistic skills for children with Down syndrome (prepared by: the researcher).
2. A game-based program aimed at improving Pre-Linguistic skills for children with Down syndrome (prepared by: the researcher).
Statistical processors:
Arithmetic means and standard deviation.
Cronbach’s alpha coefficient to check the amount of internal consistency of the study tool (Pre-Linguistic skills scale).
Correlation coefficient: It is used to test the validity of internal consistency.
The Wilcoxon signed Ranks test for the significance of differences for two related samples, in order to calculate the significance of the differences between the mean ranks of the experimental group, the differences in the pre and post measurements.
Study Results:
1. It was found that there were statistically significant differences between the mean scores of the experimental group on the Pre-Linguistic skills in the pre and post measurements in favor of the post measurement.
2. There were no statistically significant differences between the mean scores of the experimental group on the Pre-Linguistic skills in the (pre and post) measurements.