Volume 1, Issue 2 (June 2022)                   IJER 2022, 1(2): 85-95 | Back to browse issues page

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Fooladi K. (2022). The Effect of Social Skills Training on the Social Development of Educable Female Students with Intellectual Disabilities. IJER. 1(2), 85-95. doi:10.52547/ijer.1.2.85
URL: http://ijer.hormozgan.ac.ir/article-1-560-en.html
The Effect of Social Skills Training on the Social Development of Educable Female Students with Intellectual Disabilities
Khadije Fooladi *
PhD in General Psychology, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran , fooladikhadije@gmail.com
Abstract:   (210 Views)
Students with intellectual disabilities face significant challenges not only in cognitive development but also in socialization. This study aimed to investigate the impact of social skills training on the social development of female students with intellectual disabilities who are capable of being educated in regular settings. Employing a semi-experimental, applied design with a pretest–posttest control group, the research sample comprised 30 students with intellectual disabilities from exceptional schools in Shahrekord. These students were selected through convenience sampling and randomly assigned to two groups of 15 participants each—experimental and control. The study utilized a social skills training program as the intervention and the Vineland Social Maturity Scale as the assessment tool. Data analysis was conducted using multivariate analysis of covariance (MANCOVA) in SPSS software. The results revealed a significant F value of 38.35 for social development (P < 0.01), indicating that social skills training significantly enhances the social development of students with intellectual disabilities. The findings provide empirical evidence supporting the effectiveness of social skills training in promoting social growth in educable female students with intellectual disabilities.
Keywords: Social skills, Social development, Intellectual disability, Girls
Full-Text [PDF 251 kb]   (74 Downloads)    
Type of Study: Original | Subject: Educational Studies
Received: 2022/01/22 | Accepted: 2022/03/27 | Published: 2022/06/1
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