Comparative Effects of Teaching Social Skills through Direct Instruction and Cognitive Approach on Behavioral Problems in Students with Educable Intellectual Disability

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NESAYAN ABBAS; ASADI GANDOMANI ROGHAYEH; AMIRI MOHSEN

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Journal: SCIENTIFIC JOURNAL OF REHABILITATION MEDICINE Year:2018 | Volume:6 | Issue:4 Page(s): 106-114

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Title

Comparative Effects of Teaching Social Skills through Direct Instruction and Cognitive Approach on Behavioral Problems in Students with Educable Intellectual Disability

Author(s)

NESAYAN ABBAS | ASADI GANDOMANI ROGHAYEH | AMIRI MOHSEN | Issue Writer Certificate

Keywords

Educable intellectual disabilityQ1

Cognitive approachQ1

Direct instructionQ1

Behavioral problemsQ1

Abstract

Background and Aim: Behavioral problems are common in Educable intellectual disability students. The purpose of the present study was comparison of the effects of Direct instruction and cognitive method on social skills in individuals with mild intellectual disability. Materials and Method: A semi-experimental study was conducted with pretest-posttest and control group. A total of 30 students with mild intellectual disability were selected based on available sampling and were randomly divided into three groups (two experimental groups and one control group). First, Behavioral problems and social skills scores were collected using Gresham and Elliott social skills questionnaires (1990). Next, participants in the experimental group were individually trained for 20 sessions: one group received Cognitive approach and the other group received Direct instruction. After trainings, the Social Skills Questionnaire was administered again among teachers and parents. The data were then analyzed using analysis of covariance method in SPSS19. Results: The results showed that from teachers' perspective, social skills training through Cognitive approach and Direct instruction did not significantly decrease Behavioral problems, but from parents' perspective, Cognitive approach significantly decrease Behavioral problems and Direct instruction did not. Conclusion: According to the findings, it can be stated that training programs that focus on understanding total situation and social cue encoding have more impacts on Behavioral problems in Educable intellectual disability students.

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APA: Copy

NESAYAN, ABBAS, ASADI GANDOMANI, ROGHAYEH, & AMIRI, MOHSEN. (2018). Comparative Effects of Teaching Social Skills through Direct Instruction and Cognitive Approach on Behavioral Problems in Students with Educable Intellectual Disability. SCIENTIFIC JOURNAL OF REHABILITATION MEDICINE, 6(4 ), 106-114. SID. https://sid.ir/paper/239515/en

Vancouver: Copy

NESAYAN ABBAS, ASADI GANDOMANI ROGHAYEH, AMIRI MOHSEN. Comparative Effects of Teaching Social Skills through Direct Instruction and Cognitive Approach on Behavioral Problems in Students with Educable Intellectual Disability. SCIENTIFIC JOURNAL OF REHABILITATION MEDICINE[Internet]. 2018;6(4 ):106-114. Available from: https://sid.ir/paper/239515/en

IEEE: Copy

ABBAS NESAYAN, ROGHAYEH ASADI GANDOMANI, and MOHSEN AMIRI, “Comparative Effects of Teaching Social Skills through Direct Instruction and Cognitive Approach on Behavioral Problems in Students with Educable Intellectual Disability,” SCIENTIFIC JOURNAL OF REHABILITATION MEDICINE, vol. 6, no. 4 , pp. 106–114, 2018, [Online]. Available: https://sid.ir/paper/239515/en

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