Zahra Abbasi Kerdabadi; Amir Ghamarani
Abstract
Developmental delays in brain growth significantly limit the academic, social, emotional, and behavioral abilities of individuals with intellectual disabilities. In recent years, Polyvagal Theory has emerged as a robust framework for addressing various psychological challenges. Therefore, the aim of ...
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Developmental delays in brain growth significantly limit the academic, social, emotional, and behavioral abilities of individuals with intellectual disabilities. In recent years, Polyvagal Theory has emerged as a robust framework for addressing various psychological challenges. Therefore, the aim of this study was to investigate the effectiveness of Polyvagal Theory-based therapy on social skills and behavioral problems in students with developmental intellectual disabilities. This quasi-experimental research employed a pre-test, post-test design with a control group. A convenience sampling method was used to select 30 students with developmental intellectual disabilities, who were then assigned to either the experimental or control group. The experimental group underwent 10 sessions of 90-minute interventions (two sessions per week). The research tools included the Social Skills Rating Scale (SSRS) by Gresham and Elliott (1990) to assess social skills and behavioral problems. Data were analyzed using analysis of covariance (ANCOVA) in SPSS software. The results indicated that the Polyvagal Theory-based intervention package significantly improved social skills (F = 19.94, p = 0.001) and reduced behavioral problems (F = 16.43, p = 0.001) at a significance level of 0.05. According to the findings of this study, Polyvagal Theory-based therapy had a significant impact on enhancing social skills and reducing behavioral problems in students with developmental intellectual disabilities. These findings offer positive outcomes for children with special needs.
saeid Hasan zadeh; sina shavaisy
Abstract
Abstract
This systematic review evaluates the efficacy of the Picture Exchange Communication System (PECS) in promoting communication and social skill development among children with autism spectrum disorder (ASD). Employing qualitative research methods, the study analyzed 51 peer-reviewed international ...
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Abstract
This systematic review evaluates the efficacy of the Picture Exchange Communication System (PECS) in promoting communication and social skill development among children with autism spectrum disorder (ASD). Employing qualitative research methods, the study analyzed 51 peer-reviewed international studies (2012-2024) selected from an initial pool of 77 articles across Google Scholar, PubMed, and Science Direct databases. The investigation specifically addressed whether PECS contributes to measurable improvements in communicative and social functioning for children with ASD. Results demonstrated consistent positive outcomes, including enhanced communication abilities, improved social interaction skills, and increased quality of life indicators. The findings provide robust empirical support for implementing PECS as an evidence-based intervention in special education curricula, underscoring its value for fostering critical developmental skills in ASD populations.
Keywords: Autism Spectrum Disorder (ASD), Picture Exchange Communication System (PECS, social skills, communication skills, Augmentative and Alternative Communication (AAC), systematic review
Extended Abstract
Introduction
Autism spectrum disorder (ASD) represents a complex neurodevelopmental condition characterized by: (1) persistent deficits in social communication and interaction across multiple contexts, and (2) restricted, repetitive patterns of behavior, interests, or activities (RRBs). The disorder exhibits remarkable phenotypic heterogeneity, manifesting in wide variations across individuals regarding symptom onset trajectories, severity gradients, clinical profiles, and comorbid psychiatric or medical conditions. While social communication impairments constitute a universal core feature, their specific behavioral manifestations and associated functional impacts demonstrate substantial interindividual variability, ranging from subtle pragmatic language difficulties to complete absence of verbal communication.
The Picture Exchange Communication System (PECS) is an empirically supported augmentative and alternative communication (AAC) intervention that has become one of the most extensively implemented support methodologies for individuals with ASD. Grounded in applied behavior analysis (ABA) principles, this structured protocol employs a graduated six-phase instructional approach to systematically develop functional communication competencies. As a visually based system, PECS specifically addresses core communication challenges in ASD by: (1) circumventing verbal language demands through picture-based exchanges, (2) reinforcing spontaneous communication initiations, and (3) progressively building complex communication repertoires.
The Picture Exchange Communication System (PECS) facilitates the development of both expressive and receptive communication skills. Rooted in behavioral theory, PECS incorporates Skinner's verbal operants (1957) within a pyramidal training framework to systematically teach functional communication. This approach mirrors natural language acquisition patterns, progressing from basic picture exchanges to constructing multi-phrase sentences using sentence strips.
Empirical evidence confirms PECS's effectiveness in supporting communication development. Maj's (2018) study demonstrated that PECS implementation not only reduces speech acquisition difficulties but also enhances overall communication growth. Functioning as a dual-purpose intervention, PECS serves as both:
A supplementary aid for developing verbal skills
An alternative communication system for individuals with complex communication needs
Notably, PECS facilitates functional communication—intentional, socially-directed exchanges that enable users to express needs and desires (Maj, 2018). This capacity for purposeful interaction constitutes a critical developmental milestone for nonverbal individuals or those with limited verbal abilities.
Children with autism spectrum disorder (ASD) exhibit significant impairments in both communication and social skills. While these domains are distinct—with social skills involving appropriate behavioral responses in social contexts, and communication skills encompassing verbal and nonverbal expression of needs and intentions—they remain fundamentally interconnected. Improvements in one domain often lead to gains in the other (Gobro et al., 2021).
Recent empirical studies (Pratama & Paramita, 2023; Tamanaha et al., 2023) have demonstrated the effectiveness of the Picture Exchange Communication System (PECS) in addressing these core deficits among children with ASD. Nevertheless, despite accumulating evidence supporting PECS efficacy, the literature has lacked a comprehensive systematic review synthesizing this research. This gap motivated our current systematic examination of PECS interventions targeting communication and social skill development in ASD populations.
Research Question(s)
In this article, we examine the role of the Picture Exchange Communication System (PECS) in developing communication and social skills among children with autism spectrum disorder (ASD), drawing upon both theoretical foundations and empirical evidence. Subsequently, through a systematic review of studies published between 2012 and 2024, we investigate the following research question: Does the Picture Exchange Communication System (PECS) effectively enhance social and communication skills in children with ASD?
Literature Review
Historically, therapeutic interventions for language and communication development in children with autism spectrum disorder (ASD) focused predominantly on speech production through response training. In contrast to nonverbal training approaches, this method demonstrated limited efficacy in developing functional communication abilities. Modern rehabilitation paradigms for nonverbal children with ASD now prioritize cultivating functional spontaneous communication (Lerna et al., 2012).
Autism interventions commonly target both speech and social skills development, with treatment outcomes typically assessed through multiple behavioral indicators including:
Eye contact frequency and duration
Verbal output measures (e.g., number of spoken words)
Appropriateness of motor movements
Frequency and quality of social interactions
Context-appropriate facial expressions
Relevance and pragmatics of speech content
Matheson and colleagues categorized these interventions into five primary approaches:
(a) Modeling and reinforcement techniques
(b) Mediated intervention strategies
(c) Structured reinforcement programs and activities
(d) Social scripts and narrative-based interventions
(e) Miscellaneous intervention programs (including response-centered training and Picture Exchange Communication System implementation) (Mayharvid et al., 2021).
Applied Behavior Analysis (ABA) is an evidence-based intervention designed to support communication skill development in children with autism spectrum disorder (ASD). This structured approach utilizes reinforcement-based learning principles to help children acquire essential language and communication abilities, including language comprehension, verbal fluency, interpretation of facial expressions and body language, and effective social communication. By systematically breaking down complex skills into manageable components and employing positive reinforcement, ABA facilitates meaningful progress in both verbal and nonverbal communication domains, ultimately promoting more successful social interactions for children with ASD.
Empirical research has consistently demonstrated the efficacy of Applied Behavior Analysis (ABA) in promoting language and communication skill acquisition among children with autism spectrum disorder (ASD). ABA-based interventions systematically employ three core components: (1) structured instructional techniques, (2) positive reinforcement strategies, and (3) continuous progress monitoring. This comprehensive approach not only enhances fundamental communication capabilities but also enables children with ASD to develop the necessary skills for establishing meaningful social connections (Prattama & Pradhanaparamita, 2022).
Within his theoretical framework, Skinner proposed that verbal behavior, like other behavioral domains, is acquired through fundamental principles of behavior modification. He argued that such verbal behavior can be methodically shaped and strengthened through structured intervention, wherein appropriate reinforcement contingencies serve to increase the probability of desired verbal responses.
Skinner conceptualized verbal behavior as a broad behavioral category encompassing all forms of communication, including - but not limited to - spoken language, sign systems, pictorial representations, written expression, and alternative verbal response modalities. He introduced this comprehensive framework alongside his foundational theory of verbal operants in his seminal 1957 work Verbal Behavior, which established a systematic approach for analyzing language as learned behavior.
The Pyramid Approach to Education is a comprehensive instructional framework that specifies the essential components for establishing effective learning environments. This three-dimensional model consists of two primary structural elements: (1) a foundational base addressing core pedagogical considerations ("what to teach" and "why students learn"), and (2) supporting pillars implementing instructional delivery. The base incorporates four critical elements: functional skills development, reinforcement systems, functional relationships, and challenging behavior prevention/management. The model's pillars comprise: (a) generalization - involving systematic, incremental modifications to produce measurable behavioral gains, and (b) effective lesson design - requiring deliberate planning of instructional variables for optimal skill acquisition (Maj, 2018).
The Picture Exchange Communication System (PECS) is one of the most widely used augmentative and alternative communication (AAC) interventions for individuals with autism spectrum disorder. As an evidence-based AAC approach, PECS is specifically designed to enhance communication skills and facilitate participation across multiple domains, including academic settings, social relationships, and community interactions. This structured protocol follows a six-phase training sequence grounded in behavioral and developmental principles to teach functional communication skills. The intervention progresses systematically from teaching basic requesting behaviors (Phases I–V) using preferred items and activities. As learners master each phase, the program introduces increasingly sophisticated communication demands, such as: (1) initiating interactions with partners across varying distances, and (2) constructing simple sentence structures (Jassim Omar & Shiromaru, 2022).
The Picture Exchange Communication System (PECS) is an augmentative and alternative communication (AAC) system that utilizes visual symbols to facilitate functional communication of wants and needs (Kasanen, 2020). Designed to promote rapid, independent, and functional communication skills in children with autism spectrum disorder (ASD), PECS begins with basic symbol exchange and systematically progresses to more complex sentence construction (Al-Dawaidah & Al-Amirah, 2013). While comprehensive meta-analyses have not yet conclusively established PECS efficacy across all ASD populations, multiple empirical studies demonstrate consistent positive outcomes in communication and social skill development. Key findings include:
Pratama & Paramita (2023): Significant improvements in communication skills
Kruger (2022): Enhanced social skills and functional independence
Santos et al. (2021): Progress in social and functional skills among nonverbal children
Mehravar et al. (2020): Particularly strong effects from Phases I–III of the six-phase protocol
Mark (2019): Benefits for both communication and social skills in nonverbal individuals
Mirnovati (2018): Effective communication skill acquisition
This converging evidence from multiple research teams, using varied methodologies across different populations, substantiates PECS as an effective intervention for enhancing communication and social skills in children with ASD.
Methodology
This study was conducted with an applied purpose, adopting a qualitative approach and employing a systematic review as the research method. Data collection involved systematically reviewing articles available on Google Scholar, PubMed, and ScienceDirect using the following keywords: image exchange communication system, autism spectrum disorder, social skills, and communication skills. The inclusion criteria stipulated that article titles must contain at least one of the two key phrases: autism spectrum disorder and/or image exchange communication system. Additionally, the full text of the articles had to include references to image exchange communication system, autism spectrum disorder, social skills, and communication skills.
An initial screening compiled a list of article titles and abstracts published between 2012 and 2024. Out of the 77 initially selected articles, 26 were excluded due to irrelevance to the research question or duplication across databases, leaving 51 articles for final analysis. The study's inclusion criteria were as follows:
Exclusion of purely qualitative research,
Requirement for full keywords (image exchange communication system, communication, and social skills) in the article title,
Inclusion of qualitative studies, single-case studies, and case reports
For analysis, key details including author names, publication year, and study results were examined.
Results
Research on the Picture Exchange Communication System (PECS) and autism spectrum disorder (ASD) demonstrates that this image-based intervention can significantly benefit children with ASD by increasing vocabulary, reducing maladaptive behaviors, and enhancing observational learning and skill generalization. PECS effectively promotes communication initiation—including requesting and expressing needs—while expanding expressive language through improved speech production. Educationally, it strengthens attention span, reduces distractions, and increases task completion, while also improving compliance with rules in both school and home settings. The system further encourages help-seeking behavior, reduces restricted or repetitive behaviors, and enhances language comprehension (including words, sentences, and contextual meaning). Additional observed benefits include decreased self-injury and tantrums, better instruction-following, and reduced screaming episodes. Collectively, these findings underscore PECS as a comprehensive intervention for addressing core ASD challenges.
The reviewed studies collectively highlight the importance of the Picture Exchange Communication System (PECS) for children with autism spectrum disorder (ASD). All examined research consistently reported PECS's effectiveness in improving communication and social skills in this population. From an initial screening of 77 articles using predetermined inclusion/exclusion criteria, 51 studies were selected for final analysis of PECS's impact on ASD children's communication and social skills. These studies' key details - including authors, publication years, and main findings - are systematically organized in the table below.
Discussion
This study investigated both theoretical foundations and empirical evidence to answer a key research question: How effective is the Picture Exchange Communication System (PECS) in fostering communication and social skill development in children with autism spectrum disorder (ASD)? ASD is a lifelong neurodevelopmental condition marked by core symptoms including restricted/repetitive behaviors and profound challenges in communication and social interaction. These deficits significantly impair quality of life and independent functioning. Maladaptive behaviors like aggression and emotional outbursts often result in social exclusion, further restricting peer interactions and environmental engagement. Among various interventions designed to enhance communication skills in children with ASD, PECS has demonstrated particular effectiveness as a systematic approach.
This review study demonstrates that the Picture Exchange Communication System (PECS) offers multifaceted benefits for children with autism spectrum disorder (ASD), including: (1) enhanced communication skills through vocabulary expansion, improved communication initiation, advanced expressive language (including speech production), and increased ability to request and express needs; (2) improved social functioning manifested through greater attention-seeking, help-seeking behaviors, and adherence to rules in both school and home environments; (3) reduction in maladaptive behaviors including diminished self-injury, tantrums, screaming episodes, and restricted/repetitive behaviors; and (4) cognitive and educational improvements such as enhanced observational learning, skill generalization, sustained attention, task completion, visual processing, and comprehension of verbal and written language. These robust findings collectively highlight PECS's substantial impact on improving core communication and social skills in children with ASD, as consistently evidenced across all examined studies.
Conclusion
The findings confirm that the Picture Exchange Communication System (PECS) serves as an effective intervention for developing social and communication skills in children with autism spectrum disorder (ASD). Implementation can be adapted to specific needs, ranging from individual stages to the complete six-stage protocol. While studies indicate that even partial implementation enhances communication abilities and social functioning, the most significant outcomes emerge from full protocol adherence. These evidence-based results advocate for wider adoption of PECS in special education contexts, specifically through: (1) broader implementation across specialized educational institutions and therapy centers, and (2) comprehensive training initiatives for both professionals and parents to ensure treatment fidelity.
To advance research in this field, future studies should: (1) employ larger sample sizes with more comprehensive datasets to strengthen generalizability, and (2) examine broader applications across diverse demographic and clinical populations. Institutional support through education and welfare systems—particularly via professional development programs for practitioners—could substantially improve both the accessibility and implementation fidelity of PECS. While this systematic review offers meaningful insights, its scope was inherently constrained by existing literature, underscoring the necessity for more extensive empirical investigations in future research.
Acknowledgments
We express our profound gratitude to the professors and subject matter experts whose invaluable guidance and thoughtful recommendations greatly contributed to both the implementation and refinement of this study. Their specialized knowledge and insightful feedback were pivotal in shaping the research methodology and strengthening our findings.
Saifullah Aghajani; Ali Kermani; Matineh Ebadi; Ali Salmani
Abstract
Abstract
Behavioral inconsistencies and disorders in adulthood and youth are often caused by neglecting children's emotional-behavioral issues. Therefore, the present study was performed to fit the causal model based on externalized behavioral disorders according to executive functions of the brain: ...
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Abstract
Behavioral inconsistencies and disorders in adulthood and youth are often caused by neglecting children's emotional-behavioral issues. Therefore, the present study was performed to fit the causal model based on externalized behavioral disorders according to executive functions of the brain: the mediating role of social skills in students with attention-deficit/hyperactivity disorder. This study in terms of purpose is the applied one and is considered descriptive-correlational research. The statistical population of the present study included all the elementary school students of Mashhad in the academic year of 2021-2022, and 209 students were selected as the sample group using the purposeful sampling method. To collect data, the Connors Attention Deficit/Hyperactivity Disorder Assessment Questionnaire, Teacher's Form (1969), Achenbach's Child Behavior Checklist (CBCL) - Parent Version, Behavior Rating Inventory of Executive Function, and Social Skills Questionnaire (Parent Version) were used. The results showed that the causal model of the relationship between executive functions, social skills, and externalized behavioral disorders in students with attention-deficit/hyperactivity disorder was confirmed based on different fit indices. Executive functions of the brain and social skills have a direct effect on behavioral disorders. In addition, executive functions have an indirect effect on externalized behavioral disorders through social skills. Therefore executive functions and social skills play an important role in externalized behavioral disorders in students with attention deficit/hyperactivity disorder, and targeting these two components in psychological treatments can be effective in reducing behavioral disorders.
Keywords: Externalized Behavioral Disorders, Executive Functions, Social Skills, Attention Deficit / Hyperactivity Disorder.
Extended Abstract
Introduction
One of the most complex childhood disorders that are often not diagnosed, is the neurodevelopmental disorder attention deficit/hyperactivity disorder (ADHD), which appears with inattention and hyperactivity in the age range of six months to seven years. It may continue in adulthood as well (Shahwan, Suliman, Jairoun, Alkhoujah, Mohammed, & Abdullah, 2020). ADHD children have problems with communication and social behaviors; it is one of the most common behavioral and social disorders in childhood and adolescence, which affects about 5-7% of people (American Psychiatric Association, 2013). The problems caused by this disorder include wide areas of a person's life, including health, communication problems, academic progress, employment, financial management (Barkley, Murphy, & Fischer, 2015), and family problems (Almadani, Askary, & Bavi 2022). Externalized behavior disorders that include a range of aggression, bullying, delinquent behaviors, theft, lying, disobedience, and fighting (Cramer, 2015) are observed in these people. Studies have shown that executive function deficits include a set of cognitive and metacognitive processes that help us create goals, monitor thoughts, control emotions and actions, and choose appropriate behaviors to curb undesirable behaviors (Lassander, Hintsanen, Suominen, Mullola, Fagerlund, Vahlberg, et al., 2020), it is common in these individuals (Wang and Liu, 2020). Another factor that can affect the amount of externalized behavioral disorders in children is social skills. Compared to normal children, children with ADHD have weaker social interaction and have difficulty communicating with others (Parke, Becker, Graves, Baily, Paul, Freeman et al., 2018). In other words; Attention-deficit/hyperactivity disorder not only causes a decrease in concentration and attention, but it is also problematic in social relationships, the type of interaction and the way to react to others (Arumugam & Parasher, 2018). Therefore, the current research will be conducted with the aim of fitting the causal model based on externalized behavioral disorders based on the executive functions of the brain: the mediating role of social skills in students with attention deficit/hyperactivity disorder.
Research Question
Is the fit of the causal model based on externalized behavioral disorders based on the executive functions of the brain with the mediation of social skills in students with attention deficit/hyperactivity disorder confirmed?
Literature Review
Studies show that externalizing problems in childhood are predictors of delinquent behaviors in adolescence and crime and violence in adulthood (Zhu, Olsen, Liew, Niclasen, & Obel, 2014). Executive functions include sets of cognitive and metacognitive processes that help us set goals, monitor thoughts, control emotions and actions, and choose appropriate behaviors for undesirable behaviors (Lassander et al., 2020). Executive functions are much related to social and educational functions and daily activities of people. These functions become the individual's self-regulation and also enable him to behave with different responses, self-direction (Lima, Rzezak, Guimarães, Montenegro, Guerreiro, & Valente, 2017). The review goes under these subheadings. The findings indicate that poor skill in executive functions causes antisocial behavior, inability to solve problems, distraction and aggression in children (Romero-López, Quesada-Conde, Bernardo, & Justicia-Arráez, 2017). The results of Al-Khatib's research (2021) indicated a positive and significant correlation between social problems and behavioral problems. In a research, Ajarlou, Moghadsin, and Hosni (2021) showed that maladaptive emotion regulation and cognitive deficits of attention also play a mediating role in the relationship between depression and anxiety variables with symptoms of attention deficit hyperactivity disorder.
Methodology
The method of this study was descriptive-correlation. The statistical population of the current research was all the students and their parents in the school year 2021-2022 in the elementary school of Mashhad. 209 students were selected using the purposeful sampling method. Thus, in order to collect the sample, the education departments were referred to Mashhad City. Then 15 elementary schools were selected from different areas of Mashhad city and then they were referred to the schools and after screening the students for attention deficit hyperactivity disorder through a questionnaire by the teacher, after identification with the help of the school principal, the questionnaires were given to the parents. Students were placed. To collect data from questionnaires of Conners' teacher rating scale--revised short form, achenbach's child behavior checklist (CBCL) - parent version, behavioral rating scale of executive functions (BRIEF), social skills rating system (SSRS) parent version used. In order to test the research hypotheses, the path analysis method was used using SPSS23 and Lisrel 8.8 software.
Results
A total of 209 students with attention deficit/hyperactivity disorder with an age of 9.62 in the age range of 7 to 12 years participated in this study. 91 of them were girls and 118 were boys. The results of the path analysis showed that executive functions have a direct and significant effect on both externalized behavioral problems and social skills. Also, the direct effect of social skills on externalized behavioral problems is significant. In general, the results showed that the proposed model of this research has a good fit and all the fit indices indicate the approval of this model, the results of which are shown in Table 1.
Table 1. Structural Equation Models Fit Indices
Fit index
Perfect Fit
Acceptable Fit
value
Result
χ²/sd
0 ≤ χ²/sd0 ≤ 2
2 ≤ χ²/sd0 ≤ 5
2.28
Acceptable
RMSEA
0 ≤ RMSEA ≤.05
.05 ≤ RMSEA ≤.08
.071
Acceptable
GFI
0.95≤ GFI< 1.00
0.90≤ GFI< 0.95
.91
Acceptable
NFI
0.95≤ NFI< 1.00
0.90≤ NFI< 0.95
.94
Acceptable
CFI
0.95≤CFI<1.00
0.90≤CFI<0.95
.92
Acceptable
Discussion
The obtained results showed that the effect of brain executive function disorder on externalized behavioral disorders was positive and significant. The results obtained with the research findings of Yang et al. (2022), and Fraser et al. (2022); the research conducted on executive functions in people with behavioral problems shows that there are deficits such as problems in inhibition, which are related to disorders in the frontal region of the brain. In other words, response inhibition provides stopping and controlling inappropriate behaviors as well as producing appropriate behaviors in different situations, and this is essential in preventing behavioral problems (AbdulRahimpour et al., 2021).
It showed that social skills have an effect on externalized behavioral problems. The results obtained with the research findings of Al-Khatib (2021), Fuchs et al. (2020), and Trigors et al. (2020) are consistent. High levels of participation and sociability are generally associated with growth. From another angle, it is possible to explain this finding, when students have social skills and can adjust the level of their response to the people around them depending on the situation, they are less prone to externalizing behaviors such as aggression, violence, and impulsiveness.
The indirect effect of brain executive function disorder on externalizing behavioral problems through social skills was significant. Therefore, social skills were accepted as mediators of the relationship between brain executive functions and externalized behavioral problems. This means that executive functions can indirectly influence externalized behaviors through social skills in addition to direct influence. People who have significant skills in executive functions, i.e., reasoning, organization, and working memory, can analyze social situations correctly and reduce externalized behavioral disorders, i.e., impulsivity and violence in students.
Conclusion
Therefore executive functions and social skills play an important role in externalized behavioral disorders in students with attention deficit/hyperactivity disorder, and targeting these two components in psychological treatments can be effective in reducing behavioral disorders.
Acknowledgments
We are grateful to all the people who have collaborated in this research.
Mahsa Zolfaghari; mohsen shakerinasab
Abstract
Abstract
Sometimes, the presence of impulsive behaviors in children with attention deficit/hyperactivity disorder increases their social problems, and the amount of interaction with their parents can increase their abilities. Based on this, the present study was conducted with the aim of determining ...
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Abstract
Sometimes, the presence of impulsive behaviors in children with attention deficit/hyperactivity disorder increases their social problems, and the amount of interaction with their parents can increase their abilities. Based on this, the present study was conducted with the aim of determining the effectiveness of parent-child joint play on reducing impulsivity and increasing the social skills of children with attention deficit/hyperactivity disorder. In this research, a semi-experimental method was used with a pre-test and post-test design with a control group, and its statistical population consisted of all children with attention deficit/hyperactivity disorder in Bojnord city and their mothers in 2022, 30 of whom were selected by purposive sampling and were randomly placed in two groups of 15 people, experimental and control. For both groups, the pre-test, including Barth's impulsivity scale (1995) and Matson's social skills scale (1983), was implemented, and the experimental group had 8 two-hour weekly sessions under the joint game. The parent and the child were placed and the control group did not receive any intervention. Both groups completed the post-test again and the results were analyzed through analysis of covariance. The findings showed that Parent-child joint play is effective in reducing impulsivity and increasing the social skills of children with attention deficit/hyperactivity disorder. The results of this research show that parent-child joint play can be used to reduce behavioral problems and increase the social skills of children with attention deficit/hyperactivity disorder.
Keywords: Parent-Child Joint Play, Impulsivity, Social Skills, Children with Attention Deficit/Hyperactivity Disorder.
Extended Abstract
Introduction
Attention deficit/hyperactivity disorder in children is one of the most common neurodevelopmental disorders that causes many problems for children. The presence of this disorder causes many problems for these children, and impulsive and thoughtless behaviors are one of the major problems. Unmeasured and sudden behaviors in children with attention deficit/hyperactivity disorder cause them to be criticized and blamed by others, their interpersonal relationships face problems, and their social skills are weakened. The problems related to children with attention deficit/hyperactivity disorder have caused various educational and therapeutic theories and approaches to be used all over the world, and the use of game techniques has been more welcomed by children and therapists due to their diversity and high attractiveness. Some therapists have emphasized the role of parents' therapy in the form of games and stated that parents' participation in play therapy can play a facilitating role. In the joint game between parent and child, it is emphasized to create a strong relationship between parent and child regarding the game, and this advantage is used to improve the child's problematic behavior, which is planned by the therapist and the parent as a facilitator, creates a greater impact.
Research Question
Is parent-child joint play effective in reducing impulsivity and increasing the social skills of children with attention deficit/hyperactivity disorder?
Literature Review
In a research, Parlad et al. (2020) showed that the use of mutual play between parents and children is effective in improving children's social functions, and Cohen et al. (2022) also showed that joint play therapy between parents and children can be effective on children's social adaptation due to better interaction and increase their social ability. The research of Branovich and Han (2019) also shows that the use of joint play between parents and children can be effective on children's psychological abilities and provide the possibility of learning social skills and correcting negative behaviors. Also, Dietman et al. (2016) in their research mentioned the role of parent-child communication through play in reducing children's disobedience and stubbornness and stated that this kind of play therapy method provides the possibility of correcting negative behaviors due to the creation of better interactive conditions.
Methodology
In terms of the method of data collection, the present study was a semi-experimental type with a pretest-posttest design with a control group, and its statistical population was all children aged 4 to 7 years with attention deficit/hyperactivity disorder (predominant hyperactivity) and their mothers, who in 2022, were admitted to one of the private counseling centers in Bojnord city. In addition to obtaining a score higher than 34 in the Connors Attention Deficit/Hyperactivity Disorder diagnosis questionnaire (parent version), these children were also subjected to a clinical interview by the center's psychiatrist based on the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders and a definitive diagnosis of Attention Deficit Disorder / had received hyper-activity. The research sample included 30 of these children along with their mothers, who were selected by purposeful sampling and randomly replaced in two experimental and control groups. Both groups completed the scale of impulsive behaviors and social skills about their child as a pre-test before any intervention in the same conditions. Then, for the experimental group, a joint parent-child game program was implemented; while the group did not receive a training certificate. Finally, after the end of the training sessions, the scale of impulsive behaviors and social skills was implemented again as a post-test for both groups. The data collection tools were: Children with Attention Deficit/Hyperactivity Disorder (CPRS), Impulsive Behavior Scale (BIS), and Social Skills Questionnaire (MESSY). Also, in this study, in the experimental group, the joint play program of parent and child was based on the model. Landreth (2006) was implemented as a group in 8 two-hour sessions for mothers and children of the experimental group.
Results
The mean and standard deviation of the research variable and their subscales according to the test and control groups in the pre-test and post-test situations are shown in Table 1.
Table 1. Mean and standard deviation of the research variable by test and control groups
posttest
Pretest
variables
group
SD
M
SD
M
2.28
59.75
2.24
74.06
Total impulsivity
experimental group
1.28
20.43
1.13
26/87
Lack of planning
1.49
24.22
1.45
28.60
Movement impulsivity
1.44
15.10
1.84
19.13
Cognitive impulsivity
3.64
132.56
3.88
110.45
Total Social skills
control group
2.06
29.22
2.12
26.12
Appropriate social skills
2.11
30.67
2.09
24.02
antisocial behaviors
2.04
24.30
2.19
18.11
Aggression and impulsiveness
2.11
20.17
2.18
18.26
Supremacy
2.09
28.20
2.11
24.14
Relationship with peers
The findings presented in the table show that in the experimental group, impulsivity and its components decreased in the post-test situation, while there was no significant change in scores in the control group. It can also be seen that social skills and their components increased in the post-test situation, while there was no significant change in scores in the test group. Before conducting the covariance analysis, the assumptions of using parametric statistics such as the Kolmogorov-Smirnov test, the Levin test, and the homogeneity of the regression slope were examined, and the results of the Kolmogorov-Smirnov test showed the level of significance in the test for each of the variables of impulsivity and social skills in the situation. The pre-test and post-test are more than 0.05 and as a result, it can be said that the normality of the distribution of the variables has been confirmed. Also, the assumption of homogeneity of variances was checked with Levine's test, and the results showed that the coefficient of the significance level of the test to check the homogeneity of variances for each of the research variables was more than 0.05, and as a result, it can be said that the variance of the groups has homogeneity. Also, the results of the regression slope investigation showed that the obtained value of both interaction effects is not significant at the 0.05 level, and the assumption of homogeneity of the regression slopes has been met, therefore, there is no problem with the presuppositions under investigation.
The results of covariance analysis to determine the effectiveness of parent-child joint play on reducing impulsivity and increasing social skills of children with attention deficit/hyperactivity disorder are according to Table 2.
Table 2. Multivariate covariance analysis test
Test
value
F
df
df error
sign
eta
Pillai effect
0.88
18.67
2
26
0.001
0.92
Wilkes Lambda
0.84
6.87
2
26
0.001
0.92
Hetling effect
4.14
77.18
2
26
0.001
0.92
The largest root on
30.11
7
2
26
0.001
0.92
The results listed in Table 2 show that there is a significant difference between the control and experimental groups in the research variables. In order to investigate this change, the univariate covariance test was used, the results of which are presented in Table 3.
Table 3. Univariate covariance analysis test on impulsivity and social skills scores
Variable
Source of changes
SS
df
MS
F
sign
eta
impulsivity
Pre-test impulsivity
781.75
1
781.75
18.44
0.001
0.34
Group membership
5291.02
1
5291.02
124/81
0.001
0078
social skills
Pre-test impulsivity
793.84
1
793.84
26.97
0.000
0.43
Group membership
4714.23
1
4714.23
45.116
0.000
0.82
As can be seen in the above table, with the pre-test evidence, a significant difference can be seen between the test group and the evidence in the impulsivity variable. In this way, the average post-test scores of the experimental group are significantly lower than the control group; and the effect or difference is equal to 0.78, which means that 78% of the individual differences in impulsivity scores were related to the effect of parent-child joint play. It can also be seen that, with pre-test control, there is a significant difference between the experimental and control groups in the variable of social skills. In this way, the average post-test scores of the experimental group are significantly higher than the control group and the effect or difference is equal to 0.82, which means that 82% of individual differences in social skills scores were related to the effect of parent-child joint play.
Discussion
It seems that the emphasis on the relationship between the parent and the child in regard to playing therapy has been able to provide a friendly and tension-free atmosphere for the child, which has led to listening more to the parent and imitating his positive behaviors, and in this way, the child has been able to manage impulsive behaviors and reflect on giving answers and develop his social skills. Since the focus of the parent-child joint game approach is on improving the parent-child relationship, the development of the intervention program by the therapist, which was carried out with the aim of correcting the child's problems and increasing his capabilities, has strengthened the child's inner self and his potential abilities to manifest positive behaviors and has helped the mother to better understand the child's emotional world and to gain an attitude be realistic and patient towards your child. This increase in insight and awareness has created a non-judgmental, accepting, and mutual understanding atmosphere and has influenced the behavior of children with attention deficit/hyperactivity disorder and has reduced their psychological problems, and increased their social skills.
Conclusion
The result of this research shows that parent-child joint play can be used to reduce behavioral problems and increase the social skills of children with attention deficit/hyperactivity disorder.
Acknowledgments
We are grateful to all colleagues and friends who helped us in the implementation of this research. Also, we are especially grateful to all the children and mothers who participated in this research.
Parnian Poorshad; kambiz poushneh
Abstract
The aim of this study was to develop and determine the effectiveness of a virtual support program on challenging behaviors and social skills of children with high-functioning autism. The research method was combined. In the qualitative section, 14 experts were selected as participants by purposive sampling. ...
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The aim of this study was to develop and determine the effectiveness of a virtual support program on challenging behaviors and social skills of children with high-functioning autism. The research method was combined. In the qualitative section, 14 experts were selected as participants by purposive sampling. Using the theoretical coding method, a virtual support program was developed for 11 purposes. In the quantitative part, the research method was quasi-experimental with a pre-test-post-test design and control group. The statistical population included all boys aged 7 to 11 years with autism referred to Padideh and Rahyab medical and rehabilitation centers in Tehran in 2020. Among them, 20 people were selected by purposive sampling method and randomly assigned to 2 experimental groups (10 people) and a control group (10 people). The experimental group received a virtual support program for 13 sessions (2 sessions per week); the control group was placed on a waiting list for 2 months. In order to collect information, the Challenging Behaviors Questionnaire of Budfish et al. (2000) and Gersham & Elliott's (1990) Social Skills Questionnaire, were used. Data were analyzed using univariate and multivariate analyses of covariance. Findings showed that the virtual support program had a significant effect on reducing challenging behaviors and improving the social skills of the experimental group (P <0.001). Therefore, it is suggested that psychologists and educators in the field of children with autism use the virtual support program to manage and reduce the psychological problems of these children and help their parents due to the prevailing conditions caused by the coronavirus.
Elahe Farahani; Mohsen Saeidmanesh; Farangis Demehri
Abstract
The purpose of this research was to compare the effectiveness of teaching two methods of image exchange communication system and matrix teaching on language skills and social skills of children with autism spectrum disorder. The method of this research was a semi-experimental method with a pre-test-post-test ...
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The purpose of this research was to compare the effectiveness of teaching two methods of image exchange communication system and matrix teaching on language skills and social skills of children with autism spectrum disorder. The method of this research was a semi-experimental method with a pre-test-post-test design along with a control group. The statistical population includes all children referred to autism centers in Qom city in 2021 who had symptoms of the disorder according to DSM criteria and were diagnosed with autism disorder according to the centers and experts. 45 people (9 girls and 36 boys) were randomly selected from autism centers in Qom province and randomly divided into two experimental groups and one control group. The experimental groups were subjected the 6-step treatment of the picture exchange communication system and matrix training individually for 3 months and 4 sessions of 15 to 20 minutes each week, and the control group did not receive any intervention. In this research, expressive and receptive and speaking language tests of Nyusha Development and Autism Social Skills Profile were used to collect data. SPSS 26 software was used for data analysis and the statistical method of multivariate covariance analysis was used. The final results showed that there was a significant difference between the two groups of matrix training and PEX treatment (p<0.05). Based on the results, both interventions were effective, but it can be said that the communication system of image exchange is more effective in the language skills and social skills of children with autism spectrum disorder.
Leila Kashani Vahid; Elham Hakimi Rad; Maryam Asaseh; Zahra farsian
Abstract
The purpose of this study was to evaluate the effectiveness of interpersonal creative problem-solving training programs on the creativity and social skills of labor children. The design of the study was quasi-experimental with a pretest-posttest and a control group. Using random sampling, 20 labor boys ...
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The purpose of this study was to evaluate the effectiveness of interpersonal creative problem-solving training programs on the creativity and social skills of labor children. The design of the study was quasi-experimental with a pretest-posttest and a control group. Using random sampling, 20 labor boys aged 7 to 10 years were selected and assigned as experimental and control groups (each group consisted of 10 people). The experimental group participated in a creative problem-solving program for 15 sessions (70-90 minutes each session). Forms A and B of the Torrance Test of Creative Thinking (TTCT) and Teacher’s form of Gresham and Elliot questionnaire of social skills (SSRS) were used as the measurement tools. The obtained data were analyzed using SPSS software 26 and analysis of the covariance. The findings showed significant differences between the experimental and the control group in creativity and social skills. Accordingly, a creative problem-solving program is recommended as a preventive program for labor children.
Abbas Sheikh mohammadi; .Gholam Ali Afrooz; Ali Akbar Arjmandnia; Rozita Davari Ashtiani; Bagher Gobari Bonab
Abstract
Aim: The purpose of this study was to investigate the moderating role of parental coping strategies with children's negative emotions in the association of ADHD symptoms and children's social skills. Method: The present study is a correlational study. Participants were 191 children 7 to 13 years old ...
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Aim: The purpose of this study was to investigate the moderating role of parental coping strategies with children's negative emotions in the association of ADHD symptoms and children's social skills. Method: The present study is a correlational study. Participants were 191 children 7 to 13 years old (female: 43 %, male: 56 %) and their parents. Parents completed the Conners’s Parents Rating Scale-Revised: short form (CPRS-R: S), social skills rating system (SSRS), and Coping with Children’s Negative Emotions Scale (CCNES). The SPSS software (version 26) was used for analyzing the data. Results: Regression analysis results showed that ADHD symptoms and parental coping strategies with children's negative emotions can predict social skills in children. Moderation analysis showed that parental supportive strategies moderates the relation of ADHD symptoms and social skills. Conclusion: Based on these findings using supportive strategies by parents have effect on the association of ADHD symptoms and social skills. The clinical and functional implications of the results have discussed.
Fatemeh Ebrahimi; Mahboobe Taher
Abstract
The present study investigated the effect of teaching self-regulation skills on executive functions and social skills of preschool students with mild mental disability. The study used a single-subject experimental and a single baseline design with a two-week post-test follow-up. The target population ...
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The present study investigated the effect of teaching self-regulation skills on executive functions and social skills of preschool students with mild mental disability. The study used a single-subject experimental and a single baseline design with a two-week post-test follow-up. The target population included all preschool children – 8-10 years of age – with mild mental disability (with IQ between 50 and 70) in Shahrood, Iran, in 2017-18. The sample included four students selected through convenience sampling. Gresham and Elliott's (1999) Social Skills Questionnaire and Coolidge's (2001) Neuropsychological Inventory were completed by the instructors. To train the students, the self-regulation package was employed over eight 45-minute sessions in one month using games, storytelling, and role-plays. To assess the results, visual analysis of the diagrams, the percentage of all non-overlapping data (PAND), and effect size were employed. Therefore, it can be concluded that teaching self-regulation skills is effective in increasing social skills and executive functions students with mild mental disability by improving the ability to plan, self- monitoring and organization in students with mild mental disability.
Adel Mohamadzade; Amir Ghamarani
Abstract
The purpose of this study was to evaluate the efficiency of incredible years program on social skills in children with mild intellectual disability. This study was pre-test/post-test control group design. The Statistical Society of this study included all children with intellectual disability (ages 6-11) ...
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The purpose of this study was to evaluate the efficiency of incredible years program on social skills in children with mild intellectual disability. This study was pre-test/post-test control group design. The Statistical Society of this study included all children with intellectual disability (ages 6-11) that studied at exceptional schools of Khomeynishahr city in 2016. The sample included 30 children with their parents that were selected by Simple Random Sampling from this society and then assigned in two groups of 15 people (experimental group and control group). The experimental group parents received the incredible years program (Webster-Stratton, 2011) in 12 sessions and one session in per week. The study data collected by Social skills rating system-SSRS (Gresham and Elliott, 1994). MANCOVA analysis was used to analysis of data. The results showed efficiency of incredible years program on social skills and Subscales (self-Control, Assertion and cooperation) is significant in α=0.05 level. Therefore incredible year’s program can be used to increase social skills in children with intellectual disability.
a a; a a; a a; a a
Abstract
The purpose of this study was to investigating of the effectiveness of puppet play therapy intervention on social skills of male students with autism disorder. The sample size was 24 male students with autism disorder that were selected by in available sampling method, and after a Garz test run they ...
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The purpose of this study was to investigating of the effectiveness of puppet play therapy intervention on social skills of male students with autism disorder. The sample size was 24 male students with autism disorder that were selected by in available sampling method, and after a Garz test run they were assigned in to experimental and control group, randomly. Such as each group consist of 12 students. Both groups were assessed pre-test. The Experimental group received puppet play therapy training in 21 sessions while control group did not. After completion of intervention period for experimental group the post-test was administered for both groups. The Stone`s social skills Scale were administered to assess the social skills. The data analyses by analysis of covariance (ANCOVA) and multivariate analysis of covariance (MANCOVA) showed that there were significantly increase in the mean scores of social skills and subscales (understanding/perspective taking, initiating interactions, responding to interaction and maintaining interactions) in experimental group (P<0.01).Observations implied the interference of puppet play therapy intervention for improving social skills of male students with autism spectrum disorder. The findings not only confirmed the effectiveness of this method, but also opens up the wider and deeper approach to puppet play therapy intervention and encourages therapists to consider puppet play therapy intervention as an effective therapy for students with autism disorder.
zohre ahangarghorbani; abbasali hosein khanzade; mahnaz khosrojavid; abbas sadeghi
Abstract
The purpose of this study was examining the impact of executive functions training on social skills in students with dyslexia. This study is an experimental one with pre-test, post - test and control group design. The statistical population of this research includes all the students with dyslexia in ...
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The purpose of this study was examining the impact of executive functions training on social skills in students with dyslexia. This study is an experimental one with pre-test, post - test and control group design. The statistical population of this research includes all the students with dyslexia in second and third grade of elementary schools of Abbas Abad in Mazandaran province in school year of 2012-2013, which 20 of them were selected based on entering qualities and assigned in experimental and control groups randomly. Executive function training was taught to experimental group within ten sessions for a period of one month, while the control group did not receive this training. Both groups were assessed in pre- test and post- test using social skills questionnaire (Gresham, 1999). Analysis of data using multivariate covariance indicated that there was significant difference between two groups on social skills. So, we can conclude that in education and treatment students with dyslexia, strengthening executive functions should be considered on of the basic dimensions for experts and educators.
Abstract
The present study aims to investigate the effect of social skills training with the help of multimedia Instructional on self-esteem of students (6 to 11 years old) with learning disorder. For this purpose, through a quasi-experimental inquiry, among students with learning disorder in "Institute for learning ...
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The present study aims to investigate the effect of social skills training with the help of multimedia Instructional on self-esteem of students (6 to 11 years old) with learning disorder. For this purpose, through a quasi-experimental inquiry, among students with learning disorder in "Institute for learning disorders" located in the city of Karaj, 36 students were selected randomly and then equally divided into two groups: experimental and control groups. The research tool was a self-esteem questionnaire compiled by Caper Smitt and Abdolah Nejhad has confirmed its validity and its reliability has been calculated through Cronbach's alpha. During eight sessions experimental group were trained using realized multimedia software and control group was kept away from independent variable. To evaluate resultant changes, a pre-test was conducted on both groups. After pre-test the experimental group was exposed to the independent variable i.e. multimedia Instruction and then on both groups post-test was performed. In order to analyze data, statistical methods have been used both in descriptive level (Central indexes and dispersion) and in inferential level (covariance analysis). After reviewing pre-test scores and the age of the students, the results of covariance analysis showed that in the 6 to 11-year-old students with learning disorder, social behavior training by means of multimedia software has significantly increased their self-esteem.
roghieh asadi; Abbas nesaeian; shahla pezeshk; Janet hashemiazar; gholamreza sarami; marziye sina
Abstract
The present study was designedfor investigate the effect of role playing on social skills in students with mild intellectual disability. This was a quasi-experimental research with pre- post test. 14 student 14-16 years old with mild intellectual disability were selected using convenience sampling method. ...
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The present study was designedfor investigate the effect of role playing on social skills in students with mild intellectual disability. This was a quasi-experimental research with pre- post test. 14 student 14-16 years old with mild intellectual disability were selected using convenience sampling method. The subjects were randomly assigned into two control and experimental groups. Research instrument was Gresham and Elliott Social Skills Rating system (1990). Parents and teachers completed questionnaire of social skills for all subjects. The experimental group participated in a training program during 20 sessions. In this program 10 social skills were taught through role playing method. After this stage, social skills questionnaires were completed again for all subjects (control and experimental group). Data obtained from the pre- test and post -test were analyzed using Covariance Analysis. Results showed that role playing training had not significant effect on social skills in student with mild intellectual disability. Findings can be used to develop social skills training program for children with mild intellectual disability.
shahram ranjdoust; shahram iazdani
Abstract
Behavioral problems ofmentally retarded childrenare one of the most important human issuesand the most complex and difficult problems of children and young adults whichremain to the age of adulthood. On theother hand, studies of behavioral problems are primarily done withinstatistical classical ...
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Behavioral problems ofmentally retarded childrenare one of the most important human issuesand the most complex and difficult problems of children and young adults whichremain to the age of adulthood. On theother hand, studies of behavioral problems are primarily done withinstatistical classical models; while the relationship between psychologicalvariables is not so accurate. So the present paper examines the role ofself-efficacy, language development,and social skills on behavior problems of mentallyretarded children as reported by teachers using flexible procedures. For so doing, all the mentally retarded boy students of East Azerbaijan in the academic year 1391-92formed the statistical population of this research;from among whom 28 students were selected by cluster sampling and the pertinent teacher filled four questionnaires for each student (GeneralSelf-Efficacy of Sheerer & et al.; Language Development of Newcamber & Hamyl; Social Skills of Gresham & Elliot; and BehavioralProblems of Rutter). In this study, the content validity was confirmed by the experts in the field using Delphi method, and also the rate of Chronbach alpha for all the variables was reported to be above 85% which suggests a good reliability for the instruments. The results of fuzzy linear regression analysisshowed that language development has almost no role in the behavioral problems of the students; butthe general self-efficacyand social skills reducebehavioral problems ofmentally retarded students. Findings ofthis research might be helpful in solving the behavioral problems of children with mentalretardation.
Abbas Ali Hosseinkhanzadeh; Ali Reza Mohammdiarya
Volume 3, Issue 10 , March 2013, , Pages 21-44
Abstract
Thisresearch aims at identifying the necessary social skills for students withmental retardation in work place.The present study is a descriptive-survey design. In this regard, 142teachers are selected as sample using convenient sampling method. In the nextstage, perspectives of teachers are surveyed ...
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Thisresearch aims at identifying the necessary social skills for students withmental retardation in work place.The present study is a descriptive-survey design. In this regard, 142teachers are selected as sample using convenient sampling method. In the nextstage, perspectives of teachers are surveyed using a researcher-developedquestionnaire. After preliminary study and determination of the psychometricproperties of the questionnaire, it is administered on the target samples. The data analysis identified the 25necessary social skills for students with mental retardation in work place. As a conclusion, social skillsinclude various levels prioritized by teachers for the success of persons withmental retardation in work place. Therefore, socialskills identified in this study can be used in vocational planning for mentallyretarded students
Tayyebeh Yeganeh; Abbasali Hossein-Khanzadeh; Mohammadreza Zarbakhsh
Volume 3, Issue 11 , March 2013
Abstract
Giventhe emphasis the specialists put on the necessity of mental health interventions for elementary school children as aprimary prevention, and also their focus on the treatment and development ofmental health, the present research aims to study the effectiveness of cognitiveـbehavioral social skills ...
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Giventhe emphasis the specialists put on the necessity of mental health interventions for elementary school children as aprimary prevention, and also their focus on the treatment and development ofmental health, the present research aims to study the effectiveness of cognitiveـbehavioral social skills training onreducing symptoms of students with externalizingbehavioral disorders.This was an experimental research with apre-test and post-test design, with a two-month follow-up period. Thestatistical population included all female elementary school students withexternalizing behavior disorders studying at 5th and 6thgrades in Langarud city in the educational year 2012-2013. Using multi-stagecluster sampling method, 30 subjects were selected and randomly assigned intothe two experiment and control groups. The Child Behavior Checklist (CBCL) wasused to evaluate the rate of externalizing behavioral disorders in students.The Walker Social SkillsCurriculumwas presented in 17 sessions during two months tothe experiment group. The data were analyzed using repeatedmeasures/mixed-model ANOVA and the Bonferroni test. The results showed thatthere was a significant difference between the rate of symptoms of externalizingbehavior disorders in both control and experiment groups duringpost-test and follow-up stage. Moreover, social skill training withcognitive-behavioral approach proved to be an effective intervention inreducing the symptoms of externalizing behavior disorders
Iran Davoudi; Roqayyeh Mazare’iKaskani; Mahnaz MehrabizadehHonarmand
Volume 3, Issue 11 , March 2013, , Pages 87-106
Abstract
The present research aims to compare socialskills, life satisfaction, and the locus of control in students with hearingimpairment, students with visual impairment, and normal students at middleschool and high school levels of Ahvaz city. A Sample of 129 people, including50 students with hearing impairment, ...
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The present research aims to compare socialskills, life satisfaction, and the locus of control in students with hearingimpairment, students with visual impairment, and normal students at middleschool and high school levels of Ahvaz city. A Sample of 129 people, including50 students with hearing impairment, 28 students with visual impairment, 51normal students participated in this study and filled out social skills, lifesatisfaction, and the locus of control questionnaires. This was acausal–comparative research, and multivariate analysis of variance was used totest the hypotheses. The results indicated that there was a significantdifference between the three groups (P>0.001). There was a significantdifference in the variables of social skills and locus of control, resulting inbetter social skills and higher Locus of Control in normal individuals comparedto those with hearing impairment and vision impairment. Through investigatingthe results, this finding was obtained that the difference in the social skillsof students with hearing impairment and vision impairment was significant,being in favor of the group with vision impairment As for the locus of control,when comparing the normal group and the group with hearing impairment, theresults indicated a significant difference in external locus of control infavor of group with hearing impairment, but no significant difference wasobserved in the variable of life satisfaction among the three groups. The paperdiscusses the application of these findings
Volume 3, Issue 11 , March 2013, , Pages 127-146
Abstract
The present research aims to study the effect of teaching theory of mind on improvement of cooperation, self-control and assertiveness in 7- to 12-year-old autistic children in Tehran from the viewpoint of mothers. This was a quasi-experimental research with a pre-test and post-test design. The statistical ...
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The present research aims to study the effect of teaching theory of mind on improvement of cooperation, self-control and assertiveness in 7- to 12-year-old autistic children in Tehran from the viewpoint of mothers. This was a quasi-experimental research with a pre-test and post-test design. The statistical population included all the 7- to 12-year-old autistic children in Tehran. Using convenience sampling method, 12 subjects were selected and randomly assigned into the two experiment and control groups. The research instruments were 38-item questionnaire of theory of mind and Gresham-Elliott Social Skills Rating System (1990). The data were analyzed using the methods of descriptive as well as inferential statistics (independent and paired t-test). The results showed that teaching theory of mind did not improve the extent of cooperation, self-control and assertiveness in autistic children from the viewpoint of mothers. In other words, there was no significant difference between experiment group and control group after the post-test was carried out (p>0.05). Therefore, it can be concluded that teaching theory of mind cannot improve the level of cooperation, self-control and assertiveness in the 7- to 12-year-old autistic children
Hossein Jenaabadi
Volume 1, Issue 2 , July 2011, , Pages 73-84
Abstract
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.