Masumeh Tayebli; usef jalali
Abstract
Abstract
The primary goal of this research study is to determine the effectiveness of a group-play-based educational program on improving theory of mind and self-esteem in children diagnosed with mild intellectual disability. Theory of mind difficulties are a fundamental deficit among individuals with ...
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Abstract
The primary goal of this research study is to determine the effectiveness of a group-play-based educational program on improving theory of mind and self-esteem in children diagnosed with mild intellectual disability. Theory of mind difficulties are a fundamental deficit among individuals with intellectual disabilities, significantly impacting various aspects of their functioning. The design of an educational program based on group play activities aims to address this issue and enhance the participants' self-esteem. For the study, semi-experimental research design that included a pre-test and post-test, along with a control group and a follow-up test was implemented. The research population comprised all students with mild intellectual disabilities in the second year of primary school who were attending exceptional schools in the city of Tehran during the academic year 2022-2023. A total of 28 male students were selected for this study through convenience sampling, constituting the research sample. They were subsequently divided into experimental and control groups. The tools utilized in this study included the Theory of Mind test developed by Steerneman (1999) and the Self-Esteem Scale created by Rosenberg (1965). The intervention program, consisting of 24 sessions lasting 90 minutes each, was implemented on the experimental group. In addition, a follow-up session was conducted two months after the completion of the sessions. The results demonstrated that the educational program had good validity and reliability, as assessed through a repeated measures analysis of variance. The findings of this research underscore the effectiveness of the educational program in improving both theory of mind and self-esteem in children with mild intellectual disabilities. The positive effects observed were statistically significant, as indicated by a p-value of less than 0.001, and they were found to be sustainable even after a two-month follow-up period. The plays developed by this educational program can be effectively utilized by parents, teachers, psychologists, and rehabilitative centers to support and support the development of theory of mind and self-esteem in individuals with mild intellectual disabilities.
Keywords: Play, Self-esteem, Intellectual Disability, Theory of Mind.
Extended Abstract
Introduction
Intellectual disability, particularly in its mild form, can present unique challenges for individuals in navigating social interactions and communication, often resulting in lower levels of self-esteem and heightened feelings of isolation. Theory of Mind (ToM) is a crucial cognitive skill which significantly contributes to social and emotional development. It has been well-established that deficits in Theory of Mind (ToM) can hinder social interactions and potentially contribute to emotional and behavioral disturbances. Group play is widely acknowledged as an effective educational approach to address these challenges and improve ToM and self-esteem in individuals with mild intellectual disabilities. This study sought to design and evaluate an educational program centered around group plays, aiming to enhance ToM and self-esteem in children with mild intellectual disabilities.
Research Questions
Does the group play-based educational program significantly improve Theory of Mind (ToM) in children with Mild Intellectual Disability (MID)?
Can this group play-based educational program enhance the self-esteem of these children?
Are the effects of the educational program sustained over time (after two months)?
Literature Review
Intellectual disability is a multifaceted condition that impacts cognitive functioning and the capacity for social interaction. One significant aspect of this disorder is the impairment of Theory of Mind (ToM), which pertains to an individual’s ability to recognize that other individuals have unique thoughts, emotions, and beliefs that guide their actions (Astington, 1993)
Research has previously shown that children with stronger Theory of Mind (ToM) capabilities tend to develop better social relationships, while simultaneously exhibiting higher levels of self-esteem (Perner et al., 1989). Furthermore, inadequate ToM abilities can result in inadequate communication skills, lowered self-confidence, and heightened social anxiety (Doherty, 2008).
Play is regarded as a valuable tool in improving both social and cognitive abilities. Studies have demonstrated that group play can be particularly beneficial, as children engage in social interactions that aid in the development of empathy, understanding of emotions, and improvement in perspective-taking (Hamm, 2006).
The act of pretend play and role-playing stimulates children to adopt different perspectives, fostering the development of Theory of Mind (Leslie, 1987; Lin et al., 2017). Furthermore, success in group activities can elicit positive feedback, ultimately bolstering childrens' self-esteem (Johar, Ishak, & Zainuddin, 2013).
Methodology
For the purpose of this research, a quasi-experimental study employing a pre-test and a follow-up test, alongside a control group, was implemented. The research aimed to investigate whether the educational program of this study, based on group plays, is effective in improving ToM (Theory of Mind) and self-esteem in children with mild intellectual disability (MID).
In this research, a convenience sampling method was utilized to select a total of 28 male students who were diagnosed with mild to moderate intellectual disabilities. These individuals were then randomly assigned to two groups, with 14 participants assigned to the experimental group and the remaining 14 participants constituting the control group. For the assessment of theory of mind and self-esteem, two instruments were utilized: The Theory of Mind Test developed by Steerneman (1999) and the Self-Esteem Scale devised by Rosenberg (1965). Additionally, the educational program consisted of 24 sessions (each lasting 90 minutes) of group play activities, exclusively for the experimental group. The effectiveness of the program was assessed through the application of the Repeated Measures Analysis of Variance (ANOVA) statistical technique.
Results
The outcome of the research demonstrated that the educational program significantly enhanced both Theory of Mind (ToM) and self-esteem in children with Mild Intellectual Disability (MID) (P<0.001). The comparison of the mean scores for both ToM and self-esteem showed significant increases from pre-test to end, as well as between the pre-test and follow-up stages. Furthermore, no significant alterations were observed within the control group.
Discussion
The study results demonstrated that group play-based interventions proved effective in enhancing ToM and self-esteem in children with MID. These results aligned with previous research emphasizing the significance of social interactions and pretend play in cognitive and emotional development. The studies conducted by Ghasemi (2017) and Lin et al. (2017) further reinforce the idea that interactive and pretense play significantly enhances social functionality and self-esteem. This new study emphasized the importance of using structured play-based programs as a prominent intervention technique in special education and rehabilitation contexts.
Conclusion
The research results have indicated that the implementation of a group-play based educational program resulted in significant improvements in both ToM and self-esteem in children with MID. Furthermore, it was observed that these positive changes remained consistent over time, which implies the potential long-term benefits of this program.
Acknowledgments
The authors are deeply grateful for the valuable contributions made by the teachers, students, and parents who participated in this research study.
shahla pezeshk; janet hashemiazar; usef jalali
Abstract
The present study aimed to compare the neuropsychological function of adults with Down syndrome with and without Alzheimer disease. Research method was descriptive. Population of study was adults with Down syndrome that were been keeping in the center of disabled and mentally retarded peoples in Tehran ...
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The present study aimed to compare the neuropsychological function of adults with Down syndrome with and without Alzheimer disease. Research method was descriptive. Population of study was adults with Down syndrome that were been keeping in the center of disabled and mentally retarded peoples in Tehran on a full-time basis or were involved in rehabilitative activities on a part-time basis. Using the convenient sampling method, number of 16 adults with Alzheimer disease and number of 16 adults without Alzheimer disease were selected through dementia screening questionnaire for individuals with intellectual disabilities and then for comparing the neuropsychological function of samples, we used the bender-gestalt test and Wechsler intelligence scale for children, fourth edition. We also use the two independent samples t-test for answering the research questions. Results of bender-gestalt test indicated a significant difference between adults with Alzheimer and those without Alzheimer in terms of the frequency of errors. In other word, the frequency of errors in adults with Alzheimer was more than adults without Alzheimer. Results of Wechsler intelligence scale for children indicated no significant difference between adults with Alzheimer and those without Alzheimer in terms of the test factors such as “General ability, cognitive mastery, verbal comprehension, perceptual reasoning, working memory and information processing speed” but there was a significant difference between the two groups in the subtests of Wechsler scale, In other word, non-Alzheimer group’s performance was better than Alzheimer group in the subtests.