أثر نمط نسبة التعزيز الثابتة مقابل نمط نسبة التعزيز المتغيرة في بيئة التعلم المدمج القائمة علي التعزيز الرمزي في تنمية المهارات الاجتماعية للتلاميذ المعاقين عقليا القابلين للتعلم

Abstract EN

The study aimed to investigate the Effect of Relative reinforcement (Fixed Ratio - Variable Ratio) in a Blended learning Environment based on Token Reinforcement for Developing Social Skills Of Mentally Handicapped Educable Students, the study sample consisted of a representative group of the original sample community of (60) male and female student, from Mentally handicapped student at the Intellectual education school of Samadon -Ashmoun, Menoufia Government, with IQ ranges between (55-70), aged between (9-12) years, during the academic year 2017/2018, and they constitute (35.2% ) from the study community; The sample was divided into three equal groups, control group (traditional learning), first experimental group (Blended learning Environment based on Token Reinforcement Fixed Ratio), second experimental group (Blended learning Environment based on Token Reinforcement Variable Ratio), each group consists of (20) male and female Mentally Handicapped Educable Students, The researcher has prepared a list of social skills for Mentally Handicapped Educable Students, and designed a Blended learning Environment based on Token Reinforcement (Fixed Ratio- Variable Ratio), by using the Feki model (2011) for Blended learning design, and according to the educational and technical standards; Children's social Skills assessment scale (teacher's estimation version), by Matson, et.

al translated and rationing by Amani Abdulmaqsood (2014), the research used before, after, follow measurement; The results indicated an equal effect of Fixed Ratio Reinforcement, Variable Ratio Reinforcement, in Developing Social Skills Of Mentally Handicapped Educable Students, There are no differences in social skills of Mentally Handicapped Educable Students form the sex (males-females) in the Blended learning Environment, and the persistence of Effect ence after the implementation.