Objective: In addition to physical defects, Poor social skills in exceptional children can be the source of many behavioral disorders. This study investigated the impact of social skills training on reduction of behavioral disorders among exceptional children.
Method: The research is a quasi- experimental ...
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Objective: In addition to physical defects, Poor social skills in exceptional children can be the source of many behavioral disorders. This study investigated the impact of social skills training on reduction of behavioral disorders among exceptional children.
Method: The research is a quasi- experimental study (pre-test and post- test) with a control group. Statistical population was all fifth grade exceptional students in Kosar mixed elementary school in Zahedan in the 2010-2011 year. 24 exceptional students (boys and girls) fifth graders were tested in two stages (before and 45 days after social skills training). The questionnaire consisted of two parts: demographic information and part of the SCL-90-R test to measure aggression and anxiety. For data analysis, T test was used.
Results: The results show that the children, who were trained, compared with the untrained children had fewer behavioral disorders.
Conclusion and recommendations: A proper and continuous social skills training, especially in the Components: Cooperation, assertiveness, and self-control, can be the perfect solution for reducing behavioral disorders of exceptional children.
The purpose of the present study was to investigate the predictive pattern of loneliness based on teacher-student interaction and perceived competence among students with and without visual impairment.
Method: The method of this research was descriptive-correlational. Statistical population involved ...
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The purpose of the present study was to investigate the predictive pattern of loneliness based on teacher-student interaction and perceived competence among students with and without visual impairment.
Method: The method of this research was descriptive-correlational. Statistical population involved all adolescents with and without visual impairment at inclusive guidance schools. Subjects were 46 guidance school students with visual impairment (25 males, 21 females) and 46 students without visual impairment (25 males, 21 females) in Shiraz. Pianta Student-Teacher Interaction Scale (PTIS), Perceived Competence Scale (PCS) and Loneliness Scale (LS) were used as measurement instruments. Factor analysis, inter-correlations between subscales, and item analysis revealed the validity of these instruments. Reliability of these instruments was assessed by the use of Cronbach alpha coefficients. Results: The results provided acceptable validity and reliability for the measuring instruments. Findings of this study revealed that all of the dimensions of perceived social competence are negatively correlated with loneliness. Multiple regression analysis showed that social competence is the most important negative predictor of loneliness. The second predictor of loneliness was teacher-student conflict which predicted loneliness positively. Findings also revealed that girls feel lonelier than boys. Furthermore, there were no significant effects of visual impairment on loneliness.
Conclusion and recommendations: Based on the findings of this study, improving social competence in students is recommended. Also, more studies need to be conducted in order to clarifying the role of teacher – student interaction in perceived competence and loneliness in inclusive education.
Objective: In addition to physical defects, poor social skills in exceptional children can be the source of many behavioral disorders. This study investigated the impact of social skills training on reducing behavioral disorders among exceptional children. Method: The research is an experimental study ...
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Objective: In addition to physical defects, poor social skills in exceptional children can be the source of many behavioral disorders. This study investigated the impact of social skills training on reducing behavioral disorders among exceptional children. Method: The research is an experimental study (pre-test and post-test) with a control group. The statistical population included all the fifth grade exceptional students in Kosar mixed elementary school of Zahedan in the academic year of88-89. The sample of 24 exceptional students (boys and girls) of the fifth grade was tested in two different stages (one before and one 45 days after the social skills training). A questionnaire consisting of two parts: demographic information and selected parts of the SCL-90-R test was adapted to measure aggression and anxiety. For the data analysis, T test was used. Results: The results show children trained compared with untrained children had fewer behavioral disorders. Conclusion and suggestions: Thus proper and continuous social skills training, especially in the components Cooperation, assertiveness, and self-control, can be the perfect solution for reducing behavioral disorders of exceptional children.