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\date{\small \em Received: 1 January 1970 Accepted: 1 January 1970 Published: 1 January 1970}

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{{\textit{CrossRef DOI of original article:}} \underline{}}
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\section[{I. INTRODUCTION}]{I. INTRODUCTION}\par
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.  {\ref (Pedreli et al., 2015:503)}. 
\section[{Purpose of the Study}]{Purpose of the Study}\par
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. 
\section[{The inventory will contain the following subtests:}]{The inventory will contain the following subtests:}\par
? Scale of neurodevelopmental disorders.\par
? Scale of Bipolar and related disorders.\par
? Anxiety Disorders scale.\par
? Scale of Trauma and stressor-Related disorders.\par
? Dissociative Disorders.\par
? The scale of problem solving disabilities.\par
? Scale of Feeding and eating disorders.\par
? Scale sleep -Wake disorders.\par
? Scale of Disruptive impulsive-Control and Conduct Disorders.\par
? Neurocognitive Disorders Scale.\par
? Personality Disorders Scale. 
\section[{Significance of the Study}]{Significance of the Study}\par
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:\par
? Scale of neurodevelopmental disorders.\par
? Scale of Bipolar and related disorders.\par
? Anxiety Disorders scale.\par
? Scale of Trauma and stressor-Related disorders.\par
? Dissociative Disorders.\par
? The scale of problem solving disabilities.\par
? Scale of Feeding and eating disorders.\par
? Scale sleep -Wake disorders.\par
? Scale of Disruptive impulsive-Control and Conduct Disorders.\par
? Neurocognitive Disorders Scale.\par
? Personality Disorders Scale.\par
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. 
\section[{Practical Importance}]{Practical Importance}\par
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. 
\section[{II. REVIEW OF LITERATURE}]{II. REVIEW OF LITERATURE}\par
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  {\ref (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 \hyperref[b10]{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.\par
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.\par
On the other side, \hyperref[b11]{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.\par
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.\par
Emotionally intelligent, open-to-experience females who had studied relevant academic subjects claimed to be better informed. The participant's age and personality. 
\section[{III. METHODOLOGY}]{III. METHODOLOGY}\par
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. 
\section[{Study group:}]{Study group:}\par
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.\par
Tools: A battery of psychotic and mental illness using a computer that contains the following tests:\par
? Scale of neurodevelopmental disorders.\par
? Scale of Bipolar and related disorders.\par
? Anxiety Disorders scale.\par
? Scale of Trauma and stressor-Related disorders.\par
? Dissociative Disorders.\par
? The scale of problem solving disabilities.\par
? Scale of Feeding and eating disorders.\par
? Scale sleep -Wake disorders.\par
? Scale of Disruptive impulsive-Control and Conduct Disorders.\par
? Neurocognitive Disorders Scale.\par
? Personality Disorders Scale 
\section[{Applied Study}]{Applied Study}\par
This section discusses the descriptive analysis for study sample and study variable as following:\par
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 \hyperref[b0]{(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. 
\section[{Descriptive Analysis for Study Tool Dimensions}]{Descriptive Analysis for Study Tool Dimensions}\par
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 \hyperref[b3]{(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. 
\section[{T-test for two Groups:}]{T-test for two Groups:}\par
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. 
\section[{Scale of Bipolar and related disorders:}]{Scale of Bipolar and related disorders:}\par
The statistical analysis results of this dimension was as follow:\par
Frequency and Chi-square tests: The results of descriptive tests show in table (  {\ref 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. 
\section[{T-test for two Groups:}]{T-test for two Groups:}\par
The T-test results shown in table \hyperref[b5]{(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. 
\section[{T-Test Results for D2}]{T-Test Results for D2} 
\section[{Anxiety Disorders scale:}]{Anxiety Disorders scale:}\par
The statistical analysis results of this dimension was as follow: Frequency and Chi-square tests: The results of descriptive tests show in table \hyperref[b6]{(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. 
\section[{Scale of Trauma and stressor-Related disorders:}]{Scale of Trauma and stressor-Related disorders:}\par
The statistical analysis results of this dimension was as follow: Frequency and Chi-square tests. The results of descriptive tests show in table \hyperref[b8]{(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.\par
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 \hyperref[b10]{(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.\par
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 \hyperref[b12]{(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. 
\section[{T-test for two Groups:}]{T-test for two Groups:}\par
The T-test results shown in table \hyperref[b13]{(15)}   
\section[{Scale of Feeding and eating disorders:}]{Scale of Feeding and eating disorders:}\par
The statistical analysis results of this dimension was as follow: Frequency and Chi-square tests. The results of descriptive tests show in table \hyperref[b14]{(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. 
\section[{T-test for two Groups:}]{T-test for two Groups:}\par
The T-test results shown in table \hyperref[b15]{(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.\par
Scale Sleep -Wake Disorders: The statistical analysis results of this dimension was as follow:\par
Frequency and Chi-square tests. The results of descriptive tests show in table (  {\ref 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. 
\section[{Scale of Disruptive}]{Scale of Disruptive}\par
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 \hyperref[b20]{(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. 
\section[{Personality Disorders Scale:}]{Personality Disorders Scale:}\par
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. 
\section[{T-Test for Two Groups:}]{T-Test for Two Groups:}\par
The T-test results shown in table  {\ref (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. 
\section[{IV. CONCLUSION}]{IV. CONCLUSION}\par
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.\par
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.\par
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\%.\par
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\%. 
\section[{London Journal of Research in Computer Science and Technology}]{London Journal of Research in Computer Science and Technology}\par
Building \begin{figure}[htbp]
\noindent\textbf{} \par 
\begin{longtable}{P{0.3762295081967213\textwidth}P{0.04180327868852459\textwidth}P{0.4319672131147541\textwidth}}
d an Norma Accor ing to l d\tabcellsep the\tabcellsep f h Fi t Statistica Diagnosis l\end{longtable} \par
 
\begin{quote}
| | © 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\end{quote}

\caption{\label{tab_0}}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{1} \par 
\begin{longtable}{P{0.03408656906429026\textwidth}P{0.7585614258434118\textwidth}P{0.00973901973265436\textwidth}P{0.0016231699554423932\textwidth}P{0.03949713558243157\textwidth}P{0.006492679821769573\textwidth}}
London Journal of Research in Computer Science and Technology\tabcellsep \multicolumn{4}{l}{Frequency 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 \%}\\
\tabcellsep \tabcellsep Valid\tabcellsep \tabcellsep 38\tabcellsep 95.0\\
\tabcellsep Cases\tabcellsep Excluded\tabcellsep \tabcellsep 2\tabcellsep 5.0\\
\tabcellsep \tabcellsep Total\tabcellsep \tabcellsep 40\tabcellsep 100.0\\
\tabcellsep \multicolumn{4}{l}{From the previous table the Cronbach's alpha was 95\% this means that the research tool is reliable,}\\
\tabcellsep \multicolumn{4}{l}{researcher can depend on it and complete the study procedures.}\\
\tabcellsep \multicolumn{4}{l}{Consistency Tests of the Study tool: The consistency of research tool was test by correlation test to}\\
\tabcellsep \multicolumn{4}{l}{know how every dimension measure the objective which related it. The results of correlation test in}\\
\tabcellsep table (3)\tabcellsep \tabcellsep \\
\tabcellsep \multicolumn{4}{l}{Building A Computerized Psychotic Disorders and Mental Illness Inventory for University Students with Special Needs}\\
\tabcellsep \multicolumn{2}{l}{d an Norma Accor ing to l d}\tabcellsep the\tabcellsep f h Fi t Statistica Diagnosis l\\
26\tabcellsep | Volume 23 Issue 2 ?"? Compilation 1.0 |\tabcellsep \tabcellsep \tabcellsep © 2023 Great ] Britain Journals Press\end{longtable} \par
 
\caption{\label{tab_1}Table 1 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{3} \par 
\begin{longtable}{P{0.38174300254452925\textwidth}P{0.0032442748091603053\textwidth}P{0.0821882951653944\textwidth}P{0.06921119592875319\textwidth}P{0.0648854961832061\textwidth}P{0.056234096692111955\textwidth}P{0.047582697201017814\textwidth}P{0.0410941475826972\textwidth}P{0.07569974554707379\textwidth}P{0.0010814249363867686\textwidth}P{0.017302798982188297\textwidth}P{0.008651399491094149\textwidth}P{0.0010814249363867686\textwidth}}
\tabcellsep D1\tabcellsep \multicolumn{2}{l}{D2 D3}\tabcellsep D4\tabcellsep D5\tabcellsep D6\tabcellsep D7\tabcellsep \multicolumn{4}{l}{D8 D9 D10 D11 Y}\\
D1 Pearson Correlation\tabcellsep 1\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
\multicolumn{2}{l}{D2 Pearson Correlation .729 **}\tabcellsep 1\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
\multicolumn{2}{l}{D3 Pearson Correlation .827 **}\tabcellsep .720 **\tabcellsep 1\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
\multicolumn{2}{l}{D4 Pearson Correlation .647 **}\tabcellsep .614 **\tabcellsep .674 **\tabcellsep 1\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
\multicolumn{2}{l}{D5 Pearson Correlation .746 **}\tabcellsep .591 **\tabcellsep .759 **\tabcellsep .727 **\tabcellsep 1\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
\multicolumn{2}{l}{D6 Pearson Correlation .409 **}\tabcellsep .485 **\tabcellsep .573 **\tabcellsep .588 **\tabcellsep .552 **\tabcellsep 1\tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
\multicolumn{2}{l}{D7 Pearson Correlation .668 **}\tabcellsep .620 **\tabcellsep .725 **\tabcellsep .596 **\tabcellsep .663 **\tabcellsep .348 *\tabcellsep 1\tabcellsep \tabcellsep \tabcellsep \\
\multicolumn{2}{l}{D8 Pearson Correlation .679 **}\tabcellsep .727 **\tabcellsep .749 **\tabcellsep .747 **\tabcellsep .656 **\tabcellsep .492 **\tabcellsep .756 **\tabcellsep 1\tabcellsep \tabcellsep \\
\multicolumn{2}{l}{D9 Pearson Correlation .596 **}\tabcellsep .676 **\tabcellsep .667 **\tabcellsep .691 **\tabcellsep .730 **\tabcellsep .698 **\tabcellsep .534 **\tabcellsep .709 **\tabcellsep 1\tabcellsep \\
\multicolumn{2}{l}{D10 Pearson Correlation .629 **}\tabcellsep .647 **\tabcellsep .704 **\tabcellsep .710 **\tabcellsep .709 **\tabcellsep .702 **\tabcellsep .540 **\tabcellsep \multicolumn{2}{l}{.664 ** .799 * *}\tabcellsep 1\\
\multicolumn{2}{l}{D11 Pearson Correlation .647 **}\tabcellsep .614 **\tabcellsep .674 **\tabcellsep 1.000 **\tabcellsep .727 **\tabcellsep .588 **\tabcellsep .596 **\tabcellsep \multicolumn{2}{l}{.747 ** .691 * *}\tabcellsep .710 **\tabcellsep 1\\
\multicolumn{2}{l}{Y Pearson Correlation .803 **}\tabcellsep .794 **\tabcellsep .866 **\tabcellsep .883 **\tabcellsep .857 **\tabcellsep .718 **\tabcellsep .759 **\tabcellsep \multicolumn{2}{l}{.863 ** .860 **}\tabcellsep .863 * *\tabcellsep .883 **\tabcellsep 1\end{longtable} \par
 
\caption{\label{tab_2}Table 3 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{4} \par 
\begin{longtable}{P{0.19125\textwidth}P{0.19125\textwidth}P{0.255\textwidth}P{0.2125\textwidth}}
Observed\tabcellsep Expected\tabcellsep Chi-Squa\tabcellsep Asymp.\\
\tabcellsep \tabcellsep df\tabcellsep \\
N\tabcellsep N\tabcellsep re\tabcellsep Sig.\end{longtable} \par
 
\begin{quote}
| 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\end{quote}

\caption{\label{tab_3}Table 4 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{5} \par 
\begin{longtable}{P{0.34544334975369456\textwidth}P{0.21564039408866997\textwidth}P{0.025821018062397373\textwidth}P{0.16399835796387519\textwidth}P{0.02163382594417077\textwidth}P{0.02721674876847291\textwidth}P{0.05024630541871921\textwidth}}
\tabcellsep \tabcellsep \tabcellsep \tabcellsep \multicolumn{3}{l}{T-Test for Equality of}\\
\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep Means\tabcellsep \\
\tabcellsep Study Groups\tabcellsep N\tabcellsep Mean\tabcellsep \tabcellsep \tabcellsep \\
\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep Sig.\\
\tabcellsep \tabcellsep \tabcellsep \tabcellsep T\tabcellsep Df\tabcellsep \\
\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \multicolumn{2}{l}{(2-Tailed)}\\
Intellectual disabilities,\tabcellsep students with special needs\tabcellsep 20\tabcellsep 1.8500\tabcellsep \tabcellsep \tabcellsep \\
Intellectual development disorder\tabcellsep Normal\tabcellsep 20\tabcellsep \multicolumn{2}{l}{1.2000 3.193}\tabcellsep 38\tabcellsep .003\\
\tabcellsep students with special needs\tabcellsep 20\tabcellsep \multicolumn{3}{l}{2.1000 3.193 28.0}\tabcellsep .003\\
Delayed overall growth\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
\tabcellsep Normal\tabcellsep 20\tabcellsep \multicolumn{2}{l}{1.3500 3.241}\tabcellsep 38\tabcellsep .002\\
\tabcellsep students with special needs\tabcellsep 20\tabcellsep \multicolumn{3}{l}{2.3500 3.241 29.1}\tabcellsep .003\\
Unspecified intellectual disability\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
\tabcellsep Normal\tabcellsep 20\tabcellsep \multicolumn{2}{l}{1.2500 6.681}\tabcellsep 38\tabcellsep .000\\
\tabcellsep students with special needs\tabcellsep 20\tabcellsep \multicolumn{3}{l}{2.1500 6.681 35.3}\tabcellsep .000\\
Communication disorders\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
\tabcellsep Normal\tabcellsep 20\tabcellsep \multicolumn{2}{l}{1.3000 3.474}\tabcellsep 38\tabcellsep .001\\
Language disorder, Speech sound\tabcellsep students with special needs\tabcellsep 20\tabcellsep \multicolumn{3}{l}{1.4500 3.474 31.4}\tabcellsep .002\\
disorder\tabcellsep Normal\tabcellsep 20\tabcellsep 1.3500\tabcellsep .531\tabcellsep 38\tabcellsep .599\\
Infantile onset of stuttering\tabcellsep students with special needs\tabcellsep 20\tabcellsep 1.5000\tabcellsep .531\tabcellsep 34.3\tabcellsep .599\\
fluency disorder, Practical social\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
communication disorder\tabcellsep Normal\tabcellsep 20\tabcellsep \multicolumn{2}{l}{1.3000 .890}\tabcellsep 38\tabcellsep .379\\
Unspecified Communication\tabcellsep students with special needs\tabcellsep 20\tabcellsep \multicolumn{3}{l}{1.7500 .890 37.8}\tabcellsep .379\\
Disorder, Autism spectrum\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
disorder\tabcellsep Normal\tabcellsep 20\tabcellsep \multicolumn{2}{l}{1.2500 2.330}\tabcellsep 38\tabcellsep .025\\
Attention Deficit/Hyperactivity\tabcellsep students with special needs\tabcellsep 20\tabcellsep \multicolumn{3}{l}{1.7000 2.330 28.6}\tabcellsep .027\\
Disorder, Other Specific Attention\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
Deficit /Hyperactivity Disorder,\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
Unspecified Attention\tabcellsep Normal\tabcellsep 20\tabcellsep \multicolumn{2}{l}{1.2000 2.337}\tabcellsep 38\tabcellsep .025\\
Deficit/Hyperactivity Disorder\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
\tabcellsep students with special needs\tabcellsep 20\tabcellsep \multicolumn{3}{l}{1.9000 2.337 27.1}\tabcellsep .027\\
Specific learning disorder\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
\tabcellsep Normal\tabcellsep 20\tabcellsep \multicolumn{2}{l}{1.2500 3.025}\tabcellsep 38\tabcellsep .004\end{longtable} \par
 
\begin{quote}
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\end{quote}

\caption{\label{tab_4}Table 5 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{6} \par 
\begin{longtable}{P{0.33156028368794327\textwidth}P{0.28634751773049644\textwidth}P{0.07535460992907801\textwidth}P{0.08037825059101654\textwidth}P{0.04018912529550827\textwidth}P{0.005023640661938534\textwidth}P{0.03114657210401891\textwidth}}
\tabcellsep \tabcellsep \multicolumn{4}{l}{Observed N Expected N Chi-Square df}\tabcellsep Asymp. Sig.\\
\tabcellsep mild disease\tabcellsep 24\tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
\tabcellsep \tabcellsep \tabcellsep 10.0\tabcellsep \tabcellsep \tabcellsep \\
\tabcellsep middle disease\tabcellsep 13\tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
Exaggerated or grandiose\tabcellsep strong disease\tabcellsep 2\tabcellsep 10.0\tabcellsep 35.000 a\tabcellsep 3\tabcellsep .000\\
self-esteem.\tabcellsep \tabcellsep \tabcellsep 10.0\tabcellsep \tabcellsep \tabcellsep \\
\tabcellsep deep disease\tabcellsep 1\tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
\tabcellsep \tabcellsep \tabcellsep 10.0\tabcellsep \tabcellsep \tabcellsep \\
\tabcellsep Total\tabcellsep 40\tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
\tabcellsep mild disease\tabcellsep 26\tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
\tabcellsep \tabcellsep \tabcellsep 10.0\tabcellsep \tabcellsep \tabcellsep \\
Decreased need for sleep (for\tabcellsep middle disease\tabcellsep 10\tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
example, feeling rested after\tabcellsep strong disease\tabcellsep 3\tabcellsep 10.0\tabcellsep 38.600 a\tabcellsep 3\tabcellsep .000\\
\tabcellsep \tabcellsep \tabcellsep 10.0\tabcellsep \tabcellsep \tabcellsep \\
sleeping only 3 hours).\tabcellsep deep disease\tabcellsep 1\tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
\tabcellsep \tabcellsep \tabcellsep 10.0\tabcellsep \tabcellsep \tabcellsep \\
\tabcellsep Total\tabcellsep 40\tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
\tabcellsep mild disease\tabcellsep 22\tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
\tabcellsep \tabcellsep \tabcellsep 10.0\tabcellsep \tabcellsep \tabcellsep \\
\tabcellsep middle disease\tabcellsep 13\tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
More chatter than usual or\tabcellsep strong disease\tabcellsep 3\tabcellsep 10.0\tabcellsep 26.600 a\tabcellsep 3\tabcellsep .000\\
pressure to keep talking.\tabcellsep \tabcellsep \tabcellsep 10.0\tabcellsep \tabcellsep \tabcellsep \\
\tabcellsep deep disease\tabcellsep 2\tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
\tabcellsep \tabcellsep \tabcellsep 10.0\tabcellsep \tabcellsep \tabcellsep \\
\tabcellsep Total\tabcellsep 40\tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
\tabcellsep mild disease\tabcellsep 22\tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
\tabcellsep \tabcellsep \tabcellsep 10.0\tabcellsep \tabcellsep \tabcellsep \\
\tabcellsep middle disease\tabcellsep 13\tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
Flying ideas or a personal\tabcellsep strong disease\tabcellsep 4\tabcellsep 10.0\tabcellsep 27.000 a\tabcellsep 3\tabcellsep .000\\
experience of racing ideas.\tabcellsep \tabcellsep \tabcellsep 10.0\tabcellsep \tabcellsep \tabcellsep \\
\tabcellsep deep disease\tabcellsep 1\tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
\tabcellsep \tabcellsep \tabcellsep 10.0\tabcellsep \tabcellsep \tabcellsep \\
\tabcellsep Total\tabcellsep 40\tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
\tabcellsep mild disease\tabcellsep 25\tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
Distraction (easily diverting\tabcellsep middle disease\tabcellsep 10\tabcellsep 10.0\tabcellsep \tabcellsep \tabcellsep \\
attention to unimportant or\tabcellsep strong disease\tabcellsep 3\tabcellsep 10.0\tabcellsep 33.800 a\tabcellsep 3\tabcellsep .000\\
irrelevant external stimuli).\tabcellsep deep disease\tabcellsep 2\tabcellsep 10.0\tabcellsep \tabcellsep \tabcellsep \\
As reported or observed.\tabcellsep Total\tabcellsep 40\tabcellsep 10.0\tabcellsep \tabcellsep \tabcellsep \end{longtable} \par
 
\caption{\label{tab_5}Table 6 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{7} \par 
\begin{longtable}{P{0.3336448598130841\textwidth}P{0.00397196261682243\textwidth}P{0.025817757009345795\textwidth}P{0.22640186915887847\textwidth}P{0.01588785046728972\textwidth}P{0.11121495327102802\textwidth}P{0.05560747663551401\textwidth}P{0.021845794392523363\textwidth}P{0.05560747663551401\textwidth}}
\tabcellsep \tabcellsep \tabcellsep Normal\tabcellsep 20\tabcellsep 1.150\tabcellsep \multicolumn{2}{l}{3.00 25.20}\tabcellsep .006\\
\multicolumn{3}{l}{More chatter than usual}\tabcellsep \multicolumn{2}{l}{students with special needs 20}\tabcellsep 1.900\tabcellsep 2.17\tabcellsep 38\tabcellsep .036\\
\multicolumn{3}{l}{or pressure to keep}\tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
talking.\tabcellsep \tabcellsep \tabcellsep Normal\tabcellsep 20\tabcellsep 1.350\tabcellsep 2.17\tabcellsep 27.29\tabcellsep .039\\
\multicolumn{3}{l}{Flying ideas or a personal}\tabcellsep \multicolumn{2}{l}{students with special needs 20}\tabcellsep \multicolumn{2}{l}{2.000 3.76}\tabcellsep 38\tabcellsep .001\\
experience\tabcellsep of\tabcellsep racing\tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
ideas.\tabcellsep \tabcellsep \tabcellsep Normal\tabcellsep 20\tabcellsep 1.200\tabcellsep \multicolumn{2}{l}{3.76 27.25}\tabcellsep .001\\
Distraction\tabcellsep \tabcellsep (easily\tabcellsep \multicolumn{2}{l}{students with special needs 20}\tabcellsep \multicolumn{2}{l}{1.900 2.84}\tabcellsep 38\tabcellsep .007\\
\multicolumn{3}{l}{diverting attention to}\tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
\multicolumn{3}{l}{unimportant or irrelevant}\tabcellsep Normal\tabcellsep 20\tabcellsep \multicolumn{3}{l}{1.200 2.84 24.98}\tabcellsep .009\\
\multicolumn{2}{l}{external stimuli).}\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \end{longtable} \par
 
\caption{\label{tab_7}Table 7 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{8} \par 
\begin{longtable}{P{0.17790697674418604\textwidth}P{0.6720930232558139\textwidth}}
Observed\tabcellsep Expected\\
\tabcellsep Chi-Square df Asymp. Sig.\\
N\tabcellsep N\end{longtable} \par
 
\begin{quote}
| | © 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\end{quote}

\caption{\label{tab_8}Table 8 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{9} \par 
\begin{longtable}{P{0.3827527612574341\textwidth}P{0.007221750212404418\textwidth}P{0.005055225148683093\textwidth}P{0.010832625318606626\textwidth}P{0.17043330501274426\textwidth}P{0.22170773152081563\textwidth}P{0.03177570093457944\textwidth}P{0.02022090059473237\textwidth}}
\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep T-Test for Equality of\\
\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep Means\\
\tabcellsep \tabcellsep \tabcellsep \tabcellsep Study Groups\tabcellsep N Mean\\
\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep Sig.\\
\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep T\tabcellsep Df\\
\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep (2-Tailed)\\
\tabcellsep \tabcellsep \tabcellsep \tabcellsep students with\\
\multicolumn{4}{l}{Repeated excessive discomfort)}\tabcellsep \tabcellsep 20 1.7000 2.349\tabcellsep 38\tabcellsep .024\\
\tabcellsep \tabcellsep \tabcellsep \tabcellsep special needs\\
\multicolumn{3}{l}{of this view strongly.}\tabcellsep \tabcellsep \\
\tabcellsep \tabcellsep \tabcellsep \tabcellsep Normal\tabcellsep 20 1.2500 2.349 31.307\tabcellsep .025\\
A\tabcellsep separation\tabcellsep that\tabcellsep forces\tabcellsep students with\\
\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep 20 2.1000 3.048\tabcellsep 38\tabcellsep .004\\
\multicolumn{4}{l}{separation from someone who is}\tabcellsep special needs\\
\multicolumn{4}{l}{very attached to his occurs}\tabcellsep Normal\tabcellsep 20 1.2500 3.048 24.409\tabcellsep .005\\
\multicolumn{2}{l}{(Continuous}\tabcellsep and\tabcellsep interval,\tabcellsep students with\\
\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep 20 2.0000 2.774\tabcellsep 38\tabcellsep .009\\
\multicolumn{4}{l}{middle, interval, foul) as disease,}\tabcellsep special needs\\
\multicolumn{4}{l}{ratio, catastrophe, or the death.}\tabcellsep Normal\tabcellsep 20 1.3000 2.774 30.701\tabcellsep .009\\
\multicolumn{4}{l}{Continuous and excessive fear}\tabcellsep students with\\
\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep 20 2.1500 3.187\tabcellsep 38\tabcellsep .003\\
\multicolumn{4}{l}{that an unfortunate event will}\tabcellsep special needs\\
\multicolumn{3}{l}{occur) such as being lost.}\tabcellsep \tabcellsep Normal\tabcellsep 20 1.2500 3.187 24.262\tabcellsep .004\\
\multicolumn{4}{l}{Illness (will cause separation}\tabcellsep students with\\
\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep 20 2.0500 2.806\tabcellsep 38\tabcellsep .008\\
\multicolumn{4}{l}{from a person with whom he is}\tabcellsep special needs\\
\multicolumn{2}{l}{related)}\tabcellsep \tabcellsep \tabcellsep Normal\tabcellsep 20 1.3000 2.806 25.729\tabcellsep .009\\
\multicolumn{4}{l}{Continuous objection or refusal}\tabcellsep students with\\
\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep 20 2.1500 3.204\tabcellsep 38\tabcellsep .003\\
\multicolumn{4}{l}{of an outsider to an outsider such}\tabcellsep special needs\\
\multicolumn{4}{l}{as school, work or other places.}\tabcellsep Normal\tabcellsep 20 1.3000 3.204 25.840\tabcellsep .004\\
\multicolumn{4}{l}{Excessive persistent fear or}\tabcellsep students with\\
\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep 20 1.7000 1.125\tabcellsep 38\tabcellsep .267\\
\multicolumn{4}{l}{reluctance, because we are alone}\tabcellsep special needs\\
\multicolumn{4}{l}{or open At home or other places.}\tabcellsep Normal\tabcellsep 20 1.4000 1.125 30.490\tabcellsep .269\end{longtable} \par
 
\caption{\label{tab_9}Table 9 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{10} \par 
\begin{longtable}{P{0.20528301886792452\textwidth}P{0.26943396226415095\textwidth}P{0.03528301886792452\textwidth}P{0.2822641509433962\textwidth}P{0.025660377358490565\textwidth}P{0.0032075471698113206\textwidth}P{0.012830188679245283\textwidth}P{0.016037735849056604\textwidth}}
\tabcellsep mild disease\tabcellsep \multicolumn{2}{l}{21}\tabcellsep \tabcellsep \tabcellsep \\
\tabcellsep \tabcellsep \tabcellsep 10.0\tabcellsep \tabcellsep \tabcellsep \\
\tabcellsep middle disease\tabcellsep \multicolumn{2}{l}{12}\tabcellsep \tabcellsep \tabcellsep \\
Feeling unusually restless.\tabcellsep strong disease\tabcellsep 4\tabcellsep 10.0\tabcellsep 21.000 a\tabcellsep 3\tabcellsep .000\\
\tabcellsep \tabcellsep \tabcellsep 10.0\tabcellsep \tabcellsep \tabcellsep \\
\tabcellsep deep disease\tabcellsep 3\tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
\tabcellsep \tabcellsep \tabcellsep 10.0\tabcellsep \tabcellsep \tabcellsep \\
\tabcellsep Total\tabcellsep \multicolumn{2}{l}{40}\tabcellsep \tabcellsep \tabcellsep \\
\tabcellsep d an Norma Accor ing to l d\tabcellsep the\tabcellsep f h Fi t Statistica Diagnosis l\tabcellsep \tabcellsep \tabcellsep \\
\multicolumn{2}{l}{© 2023 Great ] Britain Journals Press}\tabcellsep \tabcellsep \multicolumn{4}{l}{| Volume 23 Issue 2 ?"? Compilation 1.0 |}\tabcellsep 15 31\end{longtable} \par
 
\begin{quote}
\par
\par
T-test for two Groups:The T-test results shown in table\hyperref[b9]{(11)} \end{quote}

\caption{\label{tab_10}Table 10 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{11} \par 
\begin{longtable}{P{0.2343321917808219\textwidth}P{0.20376712328767121\textwidth}P{0.024743150684931506\textwidth}P{0.07568493150684931\textwidth}P{0.09023972602739726\textwidth}P{0.1324486301369863\textwidth}P{0.03638698630136986\textwidth}P{0.052397260273972596\textwidth}}
\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \multicolumn{3}{l}{T-Test for Equality of}\\
\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep Means\tabcellsep \\
\tabcellsep \tabcellsep \tabcellsep \tabcellsep Std.\tabcellsep \tabcellsep \tabcellsep \\
\tabcellsep Study Groups\tabcellsep N\tabcellsep Mean\tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
\tabcellsep \tabcellsep \tabcellsep \tabcellsep Deviation\tabcellsep \tabcellsep \tabcellsep \\
\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep Sig.\\
\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep T\tabcellsep Df\tabcellsep \\
\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \multicolumn{2}{l}{(2-Tailed)}\\
\tabcellsep students with special\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
\tabcellsep \tabcellsep 20\tabcellsep 2.1000\tabcellsep 1.11921\tabcellsep 2.746\tabcellsep 38\tabcellsep .009\\
Feeling unusually restless.\tabcellsep needs\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
\tabcellsep Normal\tabcellsep 20\tabcellsep 1.3500\tabcellsep .48936\tabcellsep \multicolumn{2}{l}{2.746 26.009}\tabcellsep .011\\
\tabcellsep students with special\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
Difficulty concentrating due to\tabcellsep needs\tabcellsep 20\tabcellsep 1.9500\tabcellsep .94451\tabcellsep 2.999\tabcellsep 38\tabcellsep .005\\
anxiety.\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
\tabcellsep Normal\tabcellsep 20\tabcellsep 1.2500\tabcellsep .44426\tabcellsep \multicolumn{2}{l}{2.999 27.015}\tabcellsep .006\\
\tabcellsep students with special\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
Fear of something awful that\tabcellsep needs\tabcellsep 20\tabcellsep 2.4000\tabcellsep .94032\tabcellsep 4.430\tabcellsep 38\tabcellsep .000\\
might happen.\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
\tabcellsep Normal\tabcellsep 20\tabcellsep 1.3500\tabcellsep .48936\tabcellsep \multicolumn{2}{l}{4.430 28.588}\tabcellsep .000\\
\tabcellsep students with special\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
\tabcellsep \tabcellsep 20\tabcellsep 2.5500\tabcellsep .82558\tabcellsep 5.592\tabcellsep 38\tabcellsep .000\\
\tabcellsep needs\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
Feeling that the individual may\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
lose control of himself\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
\tabcellsep Normal\tabcellsep 20\tabcellsep 1.3500\tabcellsep .48936\tabcellsep \multicolumn{2}{l}{5.592 30.884}\tabcellsep .000\end{longtable} \par
 
\caption{\label{tab_11}Table 11 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{} \par 
\begin{longtable}{P{0.006640625\textwidth}P{0.6076171874999999\textwidth}P{0.0099609375\textwidth}P{0.22578125\textwidth}}
\tabcellsep \multicolumn{3}{l}{Building A Computerized Psychotic Disorders and Mental Illness Inventory for University Students with Special Needs}\\
\tabcellsep d an Norma Accor ing to l d\tabcellsep the\tabcellsep f h Fi t Statistica Diagnosis l\\
32\tabcellsep | Volume 23 Issue 2 ?"? Compilation 1.0 |\tabcellsep \tabcellsep © 2023 Great ] Britain Journals Press\end{longtable} \par
 
\caption{\label{tab_12}}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{12} \par 
\begin{longtable}{P{0.85\textwidth}}
Asymp.\\
Observed N Expected N Chi-Square df\\
Sig.\end{longtable} \par
 
\begin{quote}
\par
\par
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\hyperref[b11]{(13)} \end{quote}

\caption{\label{tab_13}Table 12 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{13} \par 
\begin{longtable}{P{0.5477777777777778\textwidth}P{0.3022222222222222\textwidth}}
\multicolumn{2}{l}{T-Test for Equality of Means}\\
\tabcellsep Sig.\\
T\tabcellsep Df\\
\tabcellsep (2-Tailed)\end{longtable} \par
 
\caption{\label{tab_14}Table 13 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{14} \par 
\begin{longtable}{P{0.85\textwidth}}
Asymp.\\
Observed N Expected N Chi-Square Df\\
Sig.\end{longtable} \par
 
\caption{\label{tab_15}Table 14 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{15} \par 
\begin{longtable}{P{0.3444237918215613\textwidth}P{0.17063197026022306\textwidth}P{0.004739776951672862\textwidth}P{0.04897769516728624\textwidth}P{0.02053903345724907\textwidth}P{0.08215613382899628\textwidth}P{0.07741635687732341\textwidth}P{0.06319702602230483\textwidth}P{0.0379182156133829\textwidth}}
\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \multicolumn{2}{l}{T-Test for Equality of Means}\\
\tabcellsep \multicolumn{3}{l}{Study Groups}\tabcellsep N\tabcellsep Mean\tabcellsep \tabcellsep Sig.\\
\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep T\tabcellsep Df\\
\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep (2-Tailed)\\
\tabcellsep \multicolumn{3}{l}{students with special}\tabcellsep \tabcellsep \tabcellsep \\
\tabcellsep \tabcellsep \tabcellsep \tabcellsep 20\tabcellsep 1.8000\tabcellsep 2.213\tabcellsep 38\tabcellsep .033\\
Difficulties in mathematical thinking.\tabcellsep \multicolumn{2}{l}{needs}\tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
\tabcellsep \multicolumn{2}{l}{Normal}\tabcellsep \tabcellsep 20\tabcellsep 1.3000\tabcellsep 2.213\tabcellsep 28.755\tabcellsep .035\\
\tabcellsep \multicolumn{3}{l}{students with special}\tabcellsep \tabcellsep \tabcellsep \\
Poor ability to use feedback to infer rules\tabcellsep \tabcellsep \tabcellsep \tabcellsep 20\tabcellsep \multicolumn{2}{l}{1.9000 2.924}\tabcellsep 38\tabcellsep .006\\
\tabcellsep \multicolumn{2}{l}{needs}\tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
and solve problems.\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
\tabcellsep \multicolumn{2}{l}{Normal}\tabcellsep \tabcellsep 20\tabcellsep \multicolumn{2}{l}{1.3000 2.924}\tabcellsep 31.005\tabcellsep .006\\
Controversy that may escalate into the\tabcellsep \multicolumn{3}{l}{students with special}\tabcellsep \tabcellsep \tabcellsep \\
\tabcellsep \tabcellsep \tabcellsep \tabcellsep 20\tabcellsep 2.1500\tabcellsep 3.827\tabcellsep 38\tabcellsep .000\\
threat of physical violence, avoiding\tabcellsep \multicolumn{2}{l}{needs}\tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
problem solving.\tabcellsep \multicolumn{2}{l}{Normal}\tabcellsep \tabcellsep 20\tabcellsep 1.3000\tabcellsep 3.827\tabcellsep 29.125\tabcellsep .001\\
\multicolumn{2}{l}{d an Norma Accor ing to l d}\tabcellsep the\tabcellsep \multicolumn{3}{l}{f h Fi t Statistica Diagnosis l}\tabcellsep \end{longtable} \par
 
\begin{quote}
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\end{quote}

\caption{\label{tab_16}Table 15 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{16} \par 
\begin{longtable}{P{0.17790697674418604\textwidth}P{0.6720930232558139\textwidth}}
Observed\tabcellsep Expected\\
\tabcellsep Chi-Square df Asymp. Sig.\\
N\tabcellsep N\end{longtable} \par
 
\caption{\label{tab_17}Table 16 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{17} \par 
\begin{longtable}{P{0.5477777777777778\textwidth}P{0.3022222222222222\textwidth}}
\multicolumn{2}{l}{T-Test for Equality of Means}\\
\tabcellsep Sig.\\
T\tabcellsep Df\\
\tabcellsep (2-Tailed)\end{longtable} \par
 
\caption{\label{tab_18}Table 17 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{18} \par 
\begin{longtable}{P{0.18658536585365854\textwidth}P{0.4560975609756098\textwidth}P{0.2073170731707317\textwidth}}
Observed\tabcellsep Expected\tabcellsep Asymp.\\
\tabcellsep Chi-Square df\tabcellsep \\
N\tabcellsep N\tabcellsep Sig.\end{longtable} \par
 
\begin{quote}
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.\end{quote}

\caption{\label{tab_19}Table 18 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{19} \par 
\begin{longtable}{P{0.48166666666666663\textwidth}P{0.09916666666666667\textwidth}P{0.19833333333333333\textwidth}P{0.014166666666666666\textwidth}P{0.056666666666666664\textwidth}}
\multicolumn{3}{l}{T-Test for Equality of}\\
\tabcellsep Means\tabcellsep \\
Study\tabcellsep \tabcellsep \\
\tabcellsep \tabcellsep Sig.\tabcellsep N\tabcellsep Mean\\
Groups\tabcellsep \tabcellsep \\
t\tabcellsep df\tabcellsep (2-taile\\
\tabcellsep \tabcellsep d)\end{longtable} \par
 
\caption{\label{tab_20}Table 19 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{20} \par 
\begin{longtable}{P{0.6127906976744185\textwidth}P{0.23720930232558138\textwidth}}
Chi-Sq\tabcellsep Asymp.\\
Observed N Expected N\tabcellsep df\\
uare\tabcellsep Sig.\end{longtable} \par
 
\caption{\label{tab_21}Table 20 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{21} \par 
\begin{longtable}{P{0.16721311475409836\textwidth}P{0.013934426229508197\textwidth}P{0.3762295081967213\textwidth}P{0.2926229508196721\textwidth}}
\tabcellsep \tabcellsep \multicolumn{2}{l}{T-Test for Equality of}\\
\tabcellsep \tabcellsep \tabcellsep Means\\
Study Groups\tabcellsep N\tabcellsep Mean\\
\tabcellsep \tabcellsep \tabcellsep Sig.\\
\tabcellsep \tabcellsep T\tabcellsep Df\\
\tabcellsep \tabcellsep \tabcellsep (2-Tailed)\end{longtable} \par
 
\caption{\label{tab_22}Table 21 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{22} \par 
\begin{longtable}{P{0.17790697674418604\textwidth}P{0.6720930232558139\textwidth}}
Observed\tabcellsep Expected\\
\tabcellsep Chi-Square Df Asymp. Sig.\\
N\tabcellsep N\end{longtable} \par
 
\caption{\label{tab_23}Table 22 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{23} \par 
\begin{longtable}{P{0.4659090909090909\textwidth}P{0.020454545454545454\textwidth}P{0.024999999999999998\textwidth}P{0.00909090909090909\textwidth}P{0.0022727272727272726\textwidth}P{0.0034090909090909094\textwidth}P{0.125\textwidth}P{0.057954545454545446\textwidth}P{0.04772727272727273\textwidth}P{0.038636363636363635\textwidth}P{0.027272727272727275\textwidth}P{0.027272727272727275\textwidth}}
\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep T-Test for Equality of Means\\
\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \multicolumn{2}{l}{Study Groups N}\tabcellsep Mean\tabcellsep Sig.\\
\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep T\tabcellsep Df\\
\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep (2-Tailed)\\
\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep students with\\
\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep 20\tabcellsep 2.1500\tabcellsep 2.891\tabcellsep 38\tabcellsep .006\\
\multicolumn{6}{l}{This classification applies to cases in which}\tabcellsep special needs\\
symptoms\tabcellsep \multicolumn{3}{l}{characteristic}\tabcellsep of\tabcellsep a\tabcellsep \\
\multicolumn{2}{l}{neurocognitive}\tabcellsep \multicolumn{4}{l}{disorder that cause}\tabcellsep \\
\multicolumn{6}{l}{clinically significant distress or impairment}\tabcellsep \\
\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep Normal\tabcellsep 20\tabcellsep 1.3500\tabcellsep 2.891\tabcellsep 25.809\tabcellsep .008\\
\multicolumn{6}{l}{in social, occupational, or other areas of}\tabcellsep \\
\multicolumn{6}{l}{functioning predominate, but do not satisfy}\tabcellsep \\
\multicolumn{6}{l}{The full criteria for diagnosing any of the}\tabcellsep students with\\
\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep 20\tabcellsep 2.0500\tabcellsep 2.915\tabcellsep 38\tabcellsep .006\\
disorders\tabcellsep from\tabcellsep the\tabcellsep \multicolumn{2}{l}{category}\tabcellsep of\tabcellsep special needs\\
\multicolumn{3}{l}{neurocognitive disorders.}\tabcellsep \tabcellsep \tabcellsep \tabcellsep Normal\tabcellsep 20\tabcellsep 1.3000\tabcellsep 2.915\tabcellsep 26.324\tabcellsep .007\\
\multicolumn{6}{l}{The Unspecified Neurocognitive Disorder}\tabcellsep students with\\
\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep 20\tabcellsep 2.1000\tabcellsep 3.414\tabcellsep 38\tabcellsep .002\\
\multicolumn{6}{l}{category is used in cases in which an exact}\tabcellsep special needs\\
\multicolumn{6}{l}{etiology cannot be determined to make a}\tabcellsep \\
\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep Normal\tabcellsep 20\tabcellsep 1.2500\tabcellsep 3.414\tabcellsep 25.948\tabcellsep .002\\
\multicolumn{2}{l}{firm diagnosis.}\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \end{longtable} \par
 
\caption{\label{tab_24}Table 23 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{24} \par 
\begin{longtable}{P{0.85\textwidth}}
Observed N Expected N Chi-Square df Asymp. Sig.\end{longtable} \par
 
\caption{\label{tab_25}Table 24 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{25} \par 
\begin{longtable}{P{0.3379362670713202\textwidth}P{0.0025796661608497723\textwidth}P{0.014188163884673746\textwidth}P{0.26441578148710165\textwidth}P{0.07996965098634294\textwidth}P{0.005159332321699545\textwidth}P{0.06836115326251896\textwidth}P{0.04127465857359636\textwidth}P{0.03611532625189681\textwidth}}
\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep T-Test for Equality of Means\\
\tabcellsep \tabcellsep \tabcellsep Study Groups\tabcellsep N\tabcellsep Mean\tabcellsep Sig.\\
\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep T\tabcellsep Df\\
\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep (2-Tailed)\\
\tabcellsep \tabcellsep \tabcellsep \multicolumn{4}{l}{students with special needs 20 2.0500 3.116}\tabcellsep 36\tabcellsep .004\\
Ignite\tabcellsep an\tabcellsep intentional\tabcellsep and\tabcellsep \tabcellsep \\
\multicolumn{4}{l}{purposeful fire on more than one}\tabcellsep \tabcellsep \\
\multicolumn{3}{l}{occasion or opportunity.}\tabcellsep Normal\tabcellsep \multicolumn{2}{l}{20 1.2222}\tabcellsep 3.239\tabcellsep 25.678\tabcellsep .003\\
\tabcellsep \tabcellsep \tabcellsep \multicolumn{4}{l}{students with special needs 20 2.3000 3.955}\tabcellsep 38\tabcellsep .000\\
\multicolumn{4}{l}{B Emotional tension or excitement}\tabcellsep \tabcellsep \\
\multicolumn{2}{l}{before the action}\tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
\tabcellsep \tabcellsep \tabcellsep Normal\tabcellsep \multicolumn{3}{l}{20 1.2000 3.955}\tabcellsep 23.573\tabcellsep .001\\
\tabcellsep \tabcellsep \tabcellsep \multicolumn{3}{l}{students with special needs 20 2.1500}\tabcellsep 3.971\tabcellsep 38\tabcellsep .000\\
\multicolumn{4}{l}{An increased sense of tension just}\tabcellsep \tabcellsep \\
\multicolumn{3}{l}{before the theft was committed.}\tabcellsep Normal\tabcellsep \multicolumn{3}{l}{20 1.2000 3.971}\tabcellsep 25.366\tabcellsep .001\\
\tabcellsep \tabcellsep \tabcellsep \multicolumn{4}{l}{students with special needs 20 2.3000 5.858}\tabcellsep 38\tabcellsep .000\\
\multicolumn{4}{l}{The feeling of pleasure, satisfaction,}\tabcellsep \tabcellsep \\
\multicolumn{4}{l}{or relief (relaxation) at the time of}\tabcellsep \tabcellsep \\
the theft.\tabcellsep \tabcellsep \tabcellsep Normal\tabcellsep \multicolumn{3}{l}{20 1.2000 5.858 29.853}\tabcellsep .000\end{longtable} \par
 
\caption{\label{tab_26}Table 25 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{} \par 
\begin{longtable}{P{0.3762295081967213\textwidth}P{0.04180327868852459\textwidth}P{0.4319672131147541\textwidth}}
d an Norma Accor ing to l d\tabcellsep the\tabcellsep f h Fi t Statistica Diagnosis l\end{longtable} \par
 
\begin{quote}
| | © 2023 Great ] Britain Journals Press Volume 23 Issue 2 ?"? Compilation 1.0\end{quote}

\caption{\label{tab_27}}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{} \par 
\begin{longtable}{P{0.374\textwidth}P{0.047599999999999996\textwidth}P{0.4284\textwidth}}
d an Norma Accor ing to l d d l d an Norma Accor ing to\tabcellsep the the\tabcellsep f h Fi t Statistica Diagnosis l f h l Fi t Statistica Diagnosis\end{longtable} \par
 
\begin{quote}
| | © 2023 Great ] Britain Journals Press Volume 23 Issue 2 ?"? Compilation 1.0\end{quote}

\caption{\label{tab_28}}\end{figure}
 		 		\backmatter   			 
\subsection[{ACKNOWLEDGEMENTS}]{ACKNOWLEDGEMENTS}\par
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 			   			 \par
Students with Special Needs d l d f h l the an Norma Accor ing to Fi t Statistica Diagnosis 			  			 
\subsection[{Conflict of Interest}]{Conflict of Interest}\par
The researchers have no conflict of interest. 
\subsection[{Consent the Scientific Research Ethics Committee}]{Consent the Scientific Research Ethics Committee}\par
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). The proposal meets the requirements of Altaf University, and the ethical approval has been granted from the date (July 2022 -July 2023)			 			  				\begin{bibitemlist}{1}
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\bibitem[American Psychiatric Association. The Diagnostic and Statistical Manual of Mental Disorders ()]{b4}\label{b4} 	 		\textit{American Psychiatric Association. The Diagnostic and Statistical Manual of Mental Disorders},  		2013. Arlington: American Psychiatric Publishing, Inc.  	 	 (Fifth Edition) 
\bibitem[Ohan et al. ()]{b19}\label{b19} 	 		‘Brief report: The impact of changing from DSM-IV 'Asperger's' to DSM-5 'autistic spectrum disorder' diagnostic labels on stigma and treatment attitudes’.  		 			J L Ohan 		,  		 			S E Ellefson 		,  		 			P W Corrigan 		.  	 	 		\textit{Journal of Autism and Developmental Disorders}  		2015. 45  (10)  p. .  	 
\bibitem[Pedreli et al. (2015)]{b14}\label{b14} 	 		‘College Students: Mental Health Problems and Treatment Considerations’.  		 			Paola ; Pedreli 		,  		 			Maren ; Nyer 		,  		 			Albert ; Yeung 		,  		 			Zulauf 		,  		 			; Courtney 		,  		 			Timothy Wilens 		.  	 	 		\textit{Acad Psychiatry}  		2015. 2015 October. 39  (5)  p. .  	 
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\end{document}
