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for designing programs for developing other concepts among childrenwith mental retardation.Study Hypotheses:1‐ There are statistically significant differences between the ranks ofmean scores of the experimental group in the pre and postmeasurement on the scale of the pre‐academic Math concepts infavor of the post measurement.2‐ There are statistically significant differences between the ranks ofmean scores of the experimental group and that of the control groupon the scale of the preacademic Math concepts after the treatmentin favor of the experimental group.3‐ There are no statistically significant differences between the ranks ofmean scores of the control group in the pre and post measurementon the scale of the preacademic Math concepts in favor of the postmeasurement.4‐ There are statistically significant differences between the ranks ofmean scores of the experimental group in the pre and postmeasurement on the adaptive behaviour scale in favor of the postmeasurement.5‐ There are statistically significant differences between the ranks ofmean scores of the experimental group and that of the control groupon the adaptive behaviour scale after the treatment in favor of theexperimental group.6‐ There are no statistically significant differences between the ranks ofmean scores of the control group in the pre and post measurementon the adaptive behaviour scale in favor of the post measurement.Study Methodology:The experimental method was employed in this study toinvestigate the effectiveness of the computer‐based programIndependent Variable for developing the preacademic math conceptsdependent Variable among mild mentally retarded children andimproving their adaptive behaviour.٢٣٦