Background: Intellectual disability (ID) refers to deficit of cognitive abilities such as reasoning, problem solving, planning, abstract thinking, judging, academic learning and learning by experience. Intellectual disability (ID) once called mental retardation, is characterized by below-average intelligence or mental ability and a lack of skills necessary for day-to-day living. People with intellectual disabilities can and do learn new skills, but they learn them more slowly. Aim: The aim of the study is to evaluate the effectiveness of Computer-based cognitive remediation program for behavioral problems in children with intellectual disability at selected schools. Research methodology: The pre experimental one group pre test & post test research design was adopted for the present study “A study to evaluate the effectiveness of Computer-based cognitive remediation program for behavioral problems in children with intellectual disability at selected schools, Puducherry”. A total 50 who met the inclusion criteria were selected from the Sathiya special school by using purposive sampling technique. The researcher first introduces herself to the children and developed a communication with them. After the selection of the samples, the data was collected with prepared tools. Results of the stuhdy: • The Pre-test and post- test level of behavioural problems in children with intellectual disability (Internalizing problems).In pre-test, Majority of the intellectual disability 27 (54%) had moderate level of behavioural problems and 23(46%) had severe level of behavioural problems, none of them mild level of behavioural problems. The mean and standard deviation of the level of behavioural problems in children with intellectual disability (Internalizing problems) is (41.2+9.026). • In post-test, Majority of the intellectual disability 28 (56%) had moderate level of behavioural problems and 22(44%) had mild level of behavioural problems. None of them in severe level of behavioural problems the mean and deviation of the level of behavioural problems in children with intellectual disability (Internalizing problems) is (65.1+16.419). • The Pre-test and post- test level of behavioural problems in children with intellectual disability (Externalizing problems).In pre-test, Majority of the intellectual disability 32 (64%) had severe level of behavioural problems and 18(36%) had moderate level of behavioural problems, none of them in mild level of behavioural problems. The mean and deviation of the level of behavioural problems in children with intellectual disability (Externalizing problems) is (39.9+9.748). • In post-test, Majority of the intellectual disability 41 (82%) had mild level of behavioural problems and 9 (18%) had moderate level of behavioural problems, none of them in severe level of behavioural problems. The mean and deviation of the level of behavioural problems in children with intellectual disability (Externalizing problems) is (83.9+20.79). • The mean score of effectiveness in the pre-test was 41.20 ± 9.026 and the mean score in the post- test was 65.10 ± 16.41 respectively. The calculated paired‘t’ test value of t = -7.228 shows statistically highly significant difference between Comparison of the Pre-test and post- test level of behavioural problems in children with intellectual disability (Internalizing problems) respectively. • The mean score of effectiveness in the pre-test was 36.90± 9.748 and the mean score in the post- test was 83.90 ± 20.79 respectively. The calculated paired‘t’ test value of t = -10.994 shows statistically highly significant difference between Comparison of the Pre-test and post- test level of behavioural problems in children with intellectual disability (Externalizing problems) respectively. Conclusion: The intervention helps in improving the level of behavioral problems in good range and find to be one of the helpful interventions in improving the level of behavioral problems in children’s with intellectual disability.
