چکیده:
Objective: In this study, we planned to investigate the effectiveness of life skills training on the
social skills of students with intellectual disabilities.
Methods: In this experimental study, with pretest and posttest design and control group, an
equal number of participants was randomly assigned to experimental and control group. Life
skills training were provided to experimental group (n=20) in nine sessions, whereas control
group was in neutral state. The teacher completed the pretest and posttest Social Skills Rating
Scale (Teacher Form) for the participants. The data were analyzed by multivariate analysis of
covariance (MANCOVA) using SPSS software.
Results: The results of MANCOVA revealed a significant difference between total social skills
and subscales of the test (cooperation, assertiveness, and self-control) in the experimental group
(P<0.005), whereas there was no significant difference in the control group. It is important that
educators and parents reinforce learning of social skills through direct and indirect life skills
training procedure.
Conclusion: The results of this study support the effectiveness of life skills training including
cooperation, assertion, and self-control on social skills of high school students with intellectual
disabilities.
خلاصه ماشینی:
"Research Paper: Effect of Training of Life Skills on Social Skills of High School Students With Intellectual Disabilities Saiedeh Behroz-Sarcheshmeh1, Masoud Karimi1, Farideh Mahmoudi1, Parvaneh Shaghaghi1, Seyyedeh Somayyeh Jalil-Abkenar2* 1.
Conclusion: The results of this study support the effectiveness of life skills training including cooperation, assertion, and self-control on social skills of high school students with intellectual disabilities .
Katherine Quigley (2007) conducted the effectiveness of life skills training on the personal and social skills scores of rural high school students with intellectual disabilities.
The primary purpose of this research was to determine the effectiveness of life skills training on social skills of high school students with intellectual disability.
Studies examining convergent validity have moderate to high correlations among the SSRS and other social com- petence instruments, including the Woodcock–Johnson Scales of Independent Behavior (Merrell & Popinga, 1994), the Vineland Adaptive Behavior Scales (Lyon, Albertus, Birkinbine, & Naibi, 1996), and the Behavior Assessment System for Children (BASC) (Flanagan, Alfonso, Primavera, Povall, Higgins, 1996).
First, we evaluated the effective- ness of life skills training at pretest and posttest on social skills of high school students with intellectual disabilities by randomly dividing students into two groups (experi- mental and control).
The results of this study support the effectiveness of life skills training on social skills of high school students with intellectual disabilities.
Therefore, in this study, we attempted to address whether life skills instruction program positively affects the performance of children with intellectual disabilities by conducting knowledge-based assessment and a scale such as SSRS (Shoemaker, 2009)."