# I. INTRODUCTION Many college students may experience the persistence, exacerbation, or first onset of mental health and substance use problems, while possibly receiving no or inadequate treatment. With the increasing recognition of child mental health issues and the use of more psychotropic medications, the number of young adults with mental health problems entering college has significantly increased. For example, in a survey of 274 institutions, 88 % of counseling center directors reported an increase in "severe" psychological problems over the previous 5 years including learning disabilities, self-injury incidents, eating disorders, substance use, and sexual assaults. Thus, there is an increase in demand for counseling and specialized services. However, the increase in demands has not always corresponded to an increase in staff. In particular, counseling centers are in need of psychiatrists with expertise in treating traditional as well as non-traditional college students, two groups with specific age-related characteristics and challenges. In this commentary, the prevalence of psychiatric and substance use problems in college students, as well as their common onset, will be described. Next, the worrisome persistent nature of mental health problems among college students and its implication will be discussed. Finally, important treatment considerations for traditional and non-traditional college students will be outlined. (Pedreli et al., 2015:503). # Purpose of the Study The current study aims to build an objective tool using the computer to diagnose psychotic disorders and mental illness among university students, provided that the battery paragraphs are prepared from the exploratory study of measures of psychotic disorders and mental illness according to the fifth Diagnostic and Statistical Manual DSM-5. # The inventory will contain the following subtests: ? Scale of neurodevelopmental disorders. ? Scale of Bipolar and related disorders. ? Anxiety Disorders scale. ? Scale of Trauma and stressor-Related disorders. ? Dissociative Disorders. ? The scale of problem solving disabilities. ? Scale of Feeding and eating disorders. ? Scale sleep -Wake disorders. ? Scale of Disruptive impulsive-Control and Conduct Disorders. ? Neurocognitive Disorders Scale. ? Personality Disorders Scale. # Significance of the Study Theoretical importance: The theoretical importance of the current study lies in its handling of a new concept in contemporary psychological literature, which is the assessment of psychotic disorders and mental illness using a computer, according to the fifth Diagnostic and Statistical Manual as follows: ? Scale of neurodevelopmental disorders. ? Scale of Bipolar and related disorders. ? Anxiety Disorders scale. ? Scale of Trauma and stressor-Related disorders. ? Dissociative Disorders. ? The scale of problem solving disabilities. ? Scale of Feeding and eating disorders. ? Scale sleep -Wake disorders. ? Scale of Disruptive impulsive-Control and Conduct Disorders. ? Neurocognitive Disorders Scale. ? Personality Disorders Scale. Which the Arab studies did not adequately address -as within the limits of the researcher's knowledgeand because of the importance of this computerized scale in the diagnostic curve of psychotic disorders and mental illnesses, and what it entails in reducing the impact of these disorders at the university level. # Practical Importance The applied importance of the current study lies in the possibility of using the list of psychotic disorders and computerized mental illnesses at the university stage, so that it can be developed and benefited from in the field of early diagnosis of these disorders and identifying their causes as a first step in diagnosis, and then preparing for the preparation of appropriate treatment programs and early intervention. # II. REVIEW OF LITERATURE Attending college can be a stressful time for many students. In addition to coping with academic pressure, some students have to deal with the stressful tasks of separation and individuation from their family of origin while some may have to attend to numerous work and family responsibilities (Pedreli et al., 2015:503) Studies of the prevalence of personality disorders have been fewer and smaller-scale, but one broad Norwegian survey found a five-year prevalence of almost 1 in 7 (13.4%). Each year 73 million women are affected by major depression, and suicide is ranked 7th as the cause of death for women between the ages of 20-59. Psychotropic medications are available in Bangladesh but psychotherapy is hardly available Cadge et al. (2019) attempted to explore lay understanding and perceptions of schizophrenia in university students using Qualitative study using semi-structured interviews and thematic analysis at The University of Birmingham, West Midlands. The study was applied on 20 UK home students of white British (n=5), Indian (n=5), Pakistani (n=5), African Caribbean (n=4) and dual white British and African Caribbean ethnicity (n=1). Findings revealed a lack of knowledge about schizophrenia, particularly the negative symptoms that were not mentioned. Kabir and Ashraful (2017) conducted a study that is an attempt to explore an empirical investigation on the search for psychological problems among the students in Bangladesh. The sample was composed of 300 respondents. A 2× 2×2 factorial design involving 2 levels of gender (male vs. female), 2 levels of residence (urban vs. rural) and 2 levels of students' category (science vs. humanities) were used. It was to study the psychological problems of 17 to 18 years old students. Four psychological problems such as anxiety, depression, obsessive compulsive disorder and eating disorder were found. These four problems are related with mentioned six categories at P at P<0.01 level and ANOVA were significant at P<0.05 level. It was found that students of humanities group were more vulnerable with these problems as compared to the students of science group. On the other side, Furnham et al. (2011) had a study to explore the mental health literacy of students. This study is part of the growing interest in mental health literacy among young people. Design/methodology/approach -Over 400 university students indicated their knowledge of over 90 psychiatric illnesses labels derived from DSM:IV. They rated disorders on six questions concerning whether they had heard of the disorder; knew anybody with it; could define or describe it; knew what causes it; whether those with it can be cured; and whether it is common. Findings -On average, participants had heard of just over one-third of the various illnesses. Those who rated the conditions as more common deemed them to have more known causes and to be more curable. Emotionally intelligent, open-to-experience females who had studied relevant academic subjects claimed to be better informed. The participant's age and personality. # III. METHODOLOGY The study will be carried out in university and will be applied on a sample of students with or without special needs. the study will adopt the descriptive method. # Study group: The population of the study will be from university students Study sample: The researcher will choose two samples of university students: a group of university students with special needs, and a group of normal. Tools: A battery of psychotic and mental illness using a computer that contains the following tests: ? Scale of neurodevelopmental disorders. ? Scale of Bipolar and related disorders. ? Anxiety Disorders scale. ? Scale of Trauma and stressor-Related disorders. ? Dissociative Disorders. ? The scale of problem solving disabilities. ? Scale of Feeding and eating disorders. ? Scale sleep -Wake disorders. ? Scale of Disruptive impulsive-Control and Conduct Disorders. ? Neurocognitive Disorders Scale. ? Personality Disorders Scale # Applied Study This section discusses the descriptive analysis for study sample and study variable as following: Descriptive analysis for study sample: A sample of 20 university students who suffer from mental disorders and developmental delays was selected as an experimental sample, and 20 university students from normal students were identified as a control sample, and in Table (1) a description of the two groups is presented. The previous table shows that the correlation coefficient of the lowest dimensions was 71.8%, means that the research tool is able to measure what it was designed to measure and reliable. The highest correlation coefficient was 88.3%, means that there is a strong relationship between all dimensions of the scale and purpose from measurement. # Descriptive Analysis for Study Tool Dimensions Scale of neurodevelopmental disorders: The statistical analysis results of this dimension were as follow: Frequency and Chi-square tests: The results of descriptive tests show in table (4). The previous table shows that most elements have a lot of observation at mild disease level, but there are cases at middle and strong level, the chai square was at the level less than 5%, this means that there are significant deficiencies between Study Groups. # T-test for two Groups: The T-test results shown in table (5) The previous table shows that most elements have a significant level less than 5%, this means that there are significant differences between Study Groups. It is clarify that the smallest mean was 1.2 for the normal group, but the greatest mean was 2.35 for students with special needs group, this means that the impact of drugs was strong on group two. # Scale of Bipolar and related disorders: The statistical analysis results of this dimension was as follow: Frequency and Chi-square tests: The results of descriptive tests show in table ( 6) From the previous table, the results show that most elements have a lot of observation at mild disease level, but there are cases at middle and strong level, the chai square was at the level less than 5%, this means that there are significant differences between Study Groups. # T-test for two Groups: The T-test results shown in table (7). The previous table shows that most elements have a significant level less than 5%, this means that there are significant differences between Study Groups. We can show that the less mean was 1.2 for the normal group, but the greater mean was 2.00 for students with special needs group, this means that the impact of drugs was strong on group two. # T-Test Results for D2 # Anxiety Disorders scale: The statistical analysis results of this dimension was as follow: Frequency and Chi-square tests: The results of descriptive tests show in table (8). The previous table shows that most elements have a significant level less than 5%, this means that there are significant differences between Study Groups. We can show that the less mean was 1.30 for the normal group, but the greater mean was 2.45 for students with special needs group, this means that the impact of drugs was strong on group two. # Scale of Trauma and stressor-Related disorders: The statistical analysis results of this dimension was as follow: Frequency and Chi-square tests. The results of descriptive tests show in table (10). The previous table shows that most elements have a significant level less than 5%, this means that there are significant differences between Study Groups. We can show that the less mean was 1.30 for the normal group, but the greater mean was 2.45 for students with special needs group, this means that the impact of drugs was strong on group two. Dissociative Disorders: The statistical analysis results of this dimension were as follow: Frequency and Chi-square tests. The results of descriptive tests show in table (12). The previous table shows that most elements have a significant level less than 5%, this means that there are significant differences between Study Groups. The scale of problem-solving disabilities: The statistical analysis results of this dimension was as follow: Frequency and Chi-square tests. The results of descriptive tests show in table (14). From the previous table results show that most elements have a lot of observation at mild disease level, but there are cases at middle and strong level, the chai square was at the level less than 5%, this means that there are significant differences between Study Groups. # T-test for two Groups: The T-test results shown in table (15) # Scale of Feeding and eating disorders: The statistical analysis results of this dimension was as follow: Frequency and Chi-square tests. The results of descriptive tests show in table (16). From the previous table results show that most elements have a lot of observation at mild disease level, but there are cases at middle and strong level, the chai square was at the level less than 5%, this means that there are significant differences between Study Groups. # T-test for two Groups: The T-test results shown in table (17) The previous table shows that most elements have a significant level less than 5%, this means that there are significant differences between Study Groups. Scale Sleep -Wake Disorders: The statistical analysis results of this dimension was as follow: Frequency and Chi-square tests. The results of descriptive tests show in table ( 18) The previous table shows that most elements have a significant level less than 5%, this means that there are significant differences between Study Groups. We can show that the less mean was 1.2 for the normal group, but the greater mean was 2.4 for students with special needs group, this means that the impact of drugs was strong on group two. The previous table shows that most elements have a significant level less than 5%, this means that there are significant differences between Study Groups. We can show that the less mean was 1.250 for the normal group, but the greater mean was 2.30 for students with special needs group, this means that the impact of drugs was strong on group two. # Scale of Disruptive Neurocognitive Disorders Scale: The statistical analysis results of this dimension was as follow: Frequency and Chi-square tests. The results of descriptive tests show in table (22). The previous table shows that most elements have a significant level less than 5%, this means that there are significant shown between Study Groups. We can show that the less mean was 1.250 for the normal group, but the greater mean was 2.30 for students with special needs group, this means that the impact of drugs was strong on group two. # Personality Disorders Scale: The statistical analysis results of this dimension were as follow: Frequency and Chi-square tests. The results of descriptive tests show in table (24). From the previous table results show that most elements have a lot of observation at mild disease level, but there are cases at middle and strong level, the chai square was at the level less than 5%, this means that there are significant differences between Study Groups. # T-Test for Two Groups: The T-test results shown in table (25). The previous table shows that most elements have a significant level less than 5%, this means that there are significant differences between Study Groups. We can show that the less mean was 1.20 for the normal group, but the greater mean was 2.30 for students with special needs group, this means that the impact of drugs was strong on group two. # IV. CONCLUSION It is clear from the results of the statistical analysis that the scale that was formulated during the study enjoys validity and stability, as the results of the Alpha Cronbach test indicate the reliability and validity of the scale, and the results of the correlation test indicate the validity and reliability of the scale and therefore it can be relied upon in completing the study and using it in diagnosis. The results of the all dimensions of the scale indicate that the sample of students who suffer from disorders were more affected and vulnerable to problems resulting from drug abuse of various kinds, but the ordinary students were less affected and their problems did not worsen to the same degree, as the diagnosis was mostly at the level of mild disease. The results of the chi-squared test also indicate that there are significant differences in the diagnosis of the control group from the test group, where the statistical significance of the test was less than 5%. A T-test was conducted and the results for all dimensions of the scale indicated that there are fundamental differences between the diagnosis of each of the study groups, in favor of the first group, where the levels of problems and psychological and neurological disorders were higher in the experimental sample than the control sample, at a level of significance of 5%. # London Journal of Research in Computer Science and Technology Building d an Norma Accor ing to l dthef h Fi t Statistica Diagnosis l | | © 2023 Great ] Britain Journals Press Volume 23 Issue 2 ?"? Compilation 1.0 Building A Computerized Psychotic Disorders and Mental Illness Inventory for University Students with Special Needs 1London Journal of Research in Computer Science and TechnologyFrequency Percent 20 50.0 20 50.0 40 100.0 Reliability Tests of the Study Tool: This part presents the test of validity and reliability of the proposed Chi-Square df P-Value Groups students with special needs Normal .000 1 1.000 Total scale for the study, and to what extent this scale can be relied upon and used in diagnosing students' cases. This section will organize as follow: Reliability Tests: Reliability analysis allows you to study the properties of measurement scales and the items that compose the scales. The Reliability Analysis procedure calculates a number of commonly used measures of scale reliability and also provides information about the relationships between individual items in the scale. Test results shows in table (2). Table 2: Reliability Statistics Cronbach's Alpha N of Items .950 68 Case Processing Summary N %Valid3895.0CasesExcluded25.0Total40100.0From the previous table the Cronbach's alpha was 95% this means that the research tool is reliable,researcher can depend on it and complete the study procedures.Consistency Tests of the Study tool: The consistency of research tool was test by correlation test toknow how every dimension measure the objective which related it. The results of correlation test intable (3)Building A Computerized Psychotic Disorders and Mental Illness Inventory for University Students with Special Needsd an Norma Accor ing to l dthef h Fi t Statistica Diagnosis l26| Volume 23 Issue 2 ?"? Compilation 1.0 |© 2023 Great ] Britain Journals Press 3D1D2 D3D4D5D6D7D8 D9 D10 D11 YD1 Pearson Correlation1D2 Pearson Correlation .729 **1D3 Pearson Correlation .827 **.720 **1D4 Pearson Correlation .647 **.614 **.674 **1D5 Pearson Correlation .746 **.591 **.759 **.727 **1D6 Pearson Correlation .409 **.485 **.573 **.588 **.552 **1D7 Pearson Correlation .668 **.620 **.725 **.596 **.663 **.348 *1D8 Pearson Correlation .679 **.727 **.749 **.747 **.656 **.492 **.756 **1D9 Pearson Correlation .596 **.676 **.667 **.691 **.730 **.698 **.534 **.709 **1D10 Pearson Correlation .629 **.647 **.704 **.710 **.709 **.702 **.540 **.664 ** .799 * *1D11 Pearson Correlation .647 **.614 **.674 **1.000 **.727 **.588 **.596 **.747 ** .691 * *.710 **1Y Pearson Correlation .803 **.794 **.866 **.883 **.857 **.718 **.759 **.863 ** .860 **.863 * *.883 **1 4ObservedExpectedChi-SquaAsymp.dfNNreSig. | Volume 23 Issue 2 ?"? Compilation 1.0 © 2023 Great ] Britain Journals Press London Journal of Research in Computer Science and Technology Building A Computerized Psychotic Disorders and Mental Illness Inventory for University Students with Special Needs 5T-Test for Equality ofMeansStudy GroupsNMeanSig.TDf(2-Tailed)Intellectual disabilities,students with special needs201.8500Intellectual development disorderNormal201.2000 3.19338.003students with special needs202.1000 3.193 28.0.003Delayed overall growthNormal201.3500 3.24138.002students with special needs202.3500 3.241 29.1.003Unspecified intellectual disabilityNormal201.2500 6.68138.000students with special needs202.1500 6.681 35.3.000Communication disordersNormal201.3000 3.47438.001Language disorder, Speech soundstudents with special needs201.4500 3.474 31.4.002disorderNormal201.3500.53138.599Infantile onset of stutteringstudents with special needs201.5000.53134.3.599fluency disorder, Practical socialcommunication disorderNormal201.3000 .89038.379Unspecified Communicationstudents with special needs201.7500 .890 37.8.379Disorder, Autism spectrumdisorderNormal201.2500 2.33038.025Attention Deficit/Hyperactivitystudents with special needs201.7000 2.330 28.6.027Disorder, Other Specific AttentionDeficit /Hyperactivity Disorder,Unspecified AttentionNormal201.2000 2.33738.025Deficit/Hyperactivity Disorderstudents with special needs201.9000 2.337 27.1.027Specific learning disorderNormal201.2500 3.02538.004 London Journal of Research in Computer Science and Technology 28 | | © 2023 Great ] Britain Journals Press Volume 23 Issue 2 ?"? Compilation 1.0 Building A Computerized Psychotic Disorders and Mental Illness Inventory for University Students with Special Needs d l d f h l the an Norma Accor ing to Fi t Statistica Diagnosis 6Observed N Expected N Chi-Square dfAsymp. Sig.mild disease2410.0middle disease13Exaggerated or grandiosestrong disease210.035.000 a3.000self-esteem.10.0deep disease110.0Total40mild disease2610.0Decreased need for sleep (formiddle disease10example, feeling rested afterstrong disease310.038.600 a3.00010.0sleeping only 3 hours).deep disease110.0Total40mild disease2210.0middle disease13More chatter than usual orstrong disease310.026.600 a3.000pressure to keep talking.10.0deep disease210.0Total40mild disease2210.0middle disease13Flying ideas or a personalstrong disease410.027.000 a3.000experience of racing ideas.10.0deep disease110.0Total40mild disease25Distraction (easily divertingmiddle disease1010.0attention to unimportant orstrong disease310.033.800 a3.000irrelevant external stimuli).deep disease210.0As reported or observed.Total4010.0 7Normal201.1503.00 25.20.006More chatter than usualstudents with special needs 201.9002.1738.036or pressure to keeptalking.Normal201.3502.1727.29.039Flying ideas or a personalstudents with special needs 202.000 3.7638.001experienceofracingideas.Normal201.2003.76 27.25.001Distraction(easilystudents with special needs 201.900 2.8438.007diverting attention tounimportant or irrelevantNormal201.200 2.84 24.98.009external stimuli). 8ObservedExpectedChi-Square df Asymp. Sig.NN | | © 2023 Great ] Britain Journals Press Volume 23 Issue 2 ?"? Compilation 1.0 Building A Computerized Psychotic Disorders and Mental Illness Inventory for University Students with Special 9T-Test for Equality ofMeansStudy GroupsN MeanSig.TDf(2-Tailed)students withRepeated excessive discomfort)20 1.7000 2.34938.024special needsof this view strongly.Normal20 1.2500 2.349 31.307.025Aseparationthatforcesstudents with20 2.1000 3.04838.004separation from someone who isspecial needsvery attached to his occursNormal20 1.2500 3.048 24.409.005(Continuousandinterval,students with20 2.0000 2.77438.009middle, interval, foul) as disease,special needsratio, catastrophe, or the death.Normal20 1.3000 2.774 30.701.009Continuous and excessive fearstudents with20 2.1500 3.18738.003that an unfortunate event willspecial needsoccur) such as being lost.Normal20 1.2500 3.187 24.262.004Illness (will cause separationstudents with20 2.0500 2.80638.008from a person with whom he isspecial needsrelated)Normal20 1.3000 2.806 25.729.009Continuous objection or refusalstudents with20 2.1500 3.20438.003of an outsider to an outsider suchspecial needsas school, work or other places.Normal20 1.3000 3.204 25.840.004Excessive persistent fear orstudents with20 1.7000 1.12538.267reluctance, because we are alonespecial needsor open At home or other places.Normal20 1.4000 1.125 30.490.269 10mild disease2110.0middle disease12Feeling unusually restless.strong disease410.021.000 a3.00010.0deep disease310.0Total40d an Norma Accor ing to l dthef h Fi t Statistica Diagnosis l© 2023 Great ] Britain Journals Press| Volume 23 Issue 2 ?"? Compilation 1.0 |15 31 T-test for two Groups: The T-test results shown in table (11) 11T-Test for Equality ofMeansStd.Study GroupsNMeanDeviationSig.TDf(2-Tailed)students with special202.10001.119212.74638.009Feeling unusually restless.needsNormal201.3500.489362.746 26.009.011students with specialDifficulty concentrating due toneeds201.9500.944512.99938.005anxiety.Normal201.2500.444262.999 27.015.006students with specialFear of something awful thatneeds202.4000.940324.43038.000might happen.Normal201.3500.489364.430 28.588.000students with special202.5500.825585.59238.000needsFeeling that the individual maylose control of himselfNormal201.3500.489365.592 30.884.000 Building A Computerized Psychotic Disorders and Mental Illness Inventory for University Students with Special Needsd an Norma Accor ing to l dthef h Fi t Statistica Diagnosis l32| Volume 23 Issue 2 ?"? Compilation 1.0 |© 2023 Great ] Britain Journals Press 12Asymp.Observed N Expected N Chi-Square dfSig. From the previous table results show that most elements have a lot of observation at mild disease level, but there are cases at middle and strong level, the chai square was at the level less than 5%, this means that there are significant differences between Study Groups. T-test for two Groups: The T-test results shown in table (13) 13T-Test for Equality of MeansSig.TDf(2-Tailed) 14Asymp.Observed N Expected N Chi-Square DfSig. 15T-Test for Equality of MeansStudy GroupsNMeanSig.TDf(2-Tailed)students with special201.80002.21338.033Difficulties in mathematical thinking.needsNormal201.30002.21328.755.035students with specialPoor ability to use feedback to infer rules201.9000 2.92438.006needsand solve problems.Normal201.3000 2.92431.005.006Controversy that may escalate into thestudents with special202.15003.82738.000threat of physical violence, avoidingneedsproblem solving.Normal201.30003.82729.125.001d an Norma Accor ing to l dthef h Fi t Statistica Diagnosis l The previous table shows that most elements have a significant level less than 5%, this means that there are significant differences between Study Groups. We can show that the less mean was 1.30 for the London Journal of Research in Computer Science and Technology 34 | | © 2023 Great ] Britain Journals Press Volume 23 Issue 2 ?"? Compilation 1.0 16ObservedExpectedChi-Square df Asymp. Sig.NN 17T-Test for Equality of MeansSig.TDf(2-Tailed) 18ObservedExpectedAsymp.Chi-Square dfNNSig. From the previous table results show that most elements have a lot of observation at mild disease level, but there are cases at middle and strong level, the chai square was at the level less than 5%, this means that there are significant differences between Study Groups. 19T-Test for Equality ofMeansStudySig.NMeanGroupstdf(2-tailed) 20Chi-SqAsymp.Observed N Expected NdfuareSig. 21T-Test for Equality ofMeansStudy GroupsNMeanSig.TDf(2-Tailed) 22ObservedExpectedChi-Square Df Asymp. Sig.NN 23T-Test for Equality of MeansStudy Groups NMeanSig.TDf(2-Tailed)students with202.15002.89138.006This classification applies to cases in whichspecial needssymptomscharacteristicofaneurocognitivedisorder that causeclinically significant distress or impairmentNormal201.35002.89125.809.008in social, occupational, or other areas offunctioning predominate, but do not satisfyThe full criteria for diagnosing any of thestudents with202.05002.91538.006disordersfromthecategoryofspecial needsneurocognitive disorders.Normal201.30002.91526.324.007The Unspecified Neurocognitive Disorderstudents with202.10003.41438.002category is used in cases in which an exactspecial needsetiology cannot be determined to make aNormal201.25003.41425.948.002firm diagnosis. 24Observed N Expected N Chi-Square df Asymp. Sig. 25T-Test for Equality of MeansStudy GroupsNMeanSig.TDf(2-Tailed)students with special needs 20 2.0500 3.11636.004Igniteanintentionalandpurposeful fire on more than oneoccasion or opportunity.Normal20 1.22223.23925.678.003students with special needs 20 2.3000 3.95538.000B Emotional tension or excitementbefore the actionNormal20 1.2000 3.95523.573.001students with special needs 20 2.15003.97138.000An increased sense of tension justbefore the theft was committed.Normal20 1.2000 3.97125.366.001students with special needs 20 2.3000 5.85838.000The feeling of pleasure, satisfaction,or relief (relaxation) at the time ofthe theft.Normal20 1.2000 5.858 29.853.000 d an Norma Accor ing to l dthef h Fi t Statistica Diagnosis l | | © 2023 Great ] Britain Journals Press Volume 23 Issue 2 ?"? Compilation 1.0 d an Norma Accor ing to l d d l d an Norma Accor ing tothe thef h Fi t Statistica Diagnosis l f h l Fi t Statistica Diagnosis | | © 2023 Great ] Britain Journals Press Volume 23 Issue 2 ?"? Compilation 1.0 ## ACKNOWLEDGEMENTS The author wish to acknowledge the approval and the support of this research study by grant no. 8-44301 Ffrom the Deanship of Scientific Research in Taif University in Arar, KSA Students with Special Needs d l d f h l the an Norma Accor ing to Fi t Statistica Diagnosis ## Conflict of Interest The researchers have no conflict of interest. ## Consent the Scientific Research Ethics Committee The Scientific Research Ethics Committee at Taif University recently reviewed the request submitted by you to obtain the committee's approval of the research proposal shown below, knowing that the committee was approved by the National Bioethics Committee No. (O H A-O 2 -T -1 0 5). 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