The Effectiveness of Professional Skills Training on Social Skills and Adaptive Behavior of Male Adolescents and Youth with an Intellectual and Developmental Disability

پژوهش های روان شناسی بالینی و مشاوره

Article 4, Volume 10, Issue 1 - Serial Number 19, September 2020, Pages 56-69   

Document Type: پژوهشی

DOI: 10.22067/tpccp.2020.39364

Authors

Tahereh Amin^{* 1}; bahramali ghanbari hashemabadi²; ali mashhadi²

¹Consulting Center/ Mashhad, Iran

²Department of Psychology, Faculty of Education and Psychology, Ferdowsi University of Mashhad, Mashhad, Iran

Abstract

Purpose: The aim of this study was to investigate the effectiveness of professional skills training on social skills and adaptive behavior of male adolescents and youth with an Intellectual and Developmental Disability (IDD).
Method: The research method was a quasi-experimental and pretest-posttest with a control group design. The sample consisted of 30 patients with an intellectual and developmental disability referred to the Ravanpooyesh center of Mashhad. Fifteen participants who were assigned in the experimental group received professional skills training for three month and fifteen participants who were assigned in control group did not receive any intervention. Data were collected using Social Skills Improvement System (SSIS) rating scales (Gresham & Elliott, 1990) and Vineland Adaptive Behavior Scale (VABS; 1980) before and after the intervention. Data were then analyzed using MANCOVA.
Findings: The results showed that in the post test, participants who received professional skills training significantly showed higher social skills scores and adaptive behavior, compared to participants in the control group. Based on the findings of the present study, it is concluded that professional skills training can improve social skills and adaptive behaviors of adolescents and youth with an intellectual and developmental disability.

Keywords

Professional Skills Training; Social Skills; Adaptive Behavior; Intellectual and Developmental Disability

Full Text

 

 

 

 

 

 

References

Algozzine, R., Ysseldyke, J., & Khanzadeh, H. (2006). Teaching Students with Mental Retardation (First ed.). Tehran: Cultural development. (In Persian)

Baianzadeh, A., & Arjmandi, Z. (2003). The Effect of Social Skills Training on Adaptive Behavior of Mentally Retarded Children. Iranian Journal of Psychiatry and Clinical Psychology, 23, 27-34. (In Persian)

Beh-Pajooh, A., & Khanzadeh, H. (2012). Identification of the necessary social skills for students with intellectual disalbility in classroom setting. Journal of Curriculum Studies, 25, 95-114. (In Persian)

Beh-Pajooh, A., Osareh, A., & Abolhasani, Z. (2011). The Effectiveness of Professional Skills Training Program on the Efficiency of Mentally Retarded Students from the Viewpoint of Exceptional School Teachers in Tehran. Journal of Psychology Research, 12, 84-95. (In Persian)

Foreman, P. (2007). Mental retardation: definition, classification and systems of support, 10th edn. American Association on Mental Retardation. Washington, DC. 2002. In: Taylor & Francis.

Gilson, C. B., Carter, E. W., & Biggs, E. E. (2017). Systematic review of instructional methods to teach employment skills to secondary students with intellectual and developmental disabilities. Research and Practice for Persons with Severe Disabilities, 42(2), 89-107.

Gresham, F., & Elliot, S. (1990). Social Skills Rating System. American Guidance Service. Circle Pines, MN.

Heidari, M., Pour, S. B., Makvandi, B., Naderi, F., & Hafezi, F. (2016). Studyingthe Effectiveness of the FRIENDS Program Training on Promoting Social Skills of Children in Shiraz City. International Journal of Humanities and Cultural Studies (IJHCS)​ ISSN 2356-5926, 1058-1070. (In Persian)

Hosseininasab, S. D., & Soltani, A. (2011). The effects of cooperative learning on development of social skills among students. Journal of New Thoughts on Education, 3, 9-30. (In Persian)

Jalilabkenar, S. S., Ashoori, M., & Pourmohamadrezatajrishi, M. (2013). Investigation of the effectiveness social competence instruction on the adaptation behavior in boy students with intellectual disability. Journal of Rehabilitation, 13(5), 104-113. (In Persian)

Jenkins, L. N., Demaray, M. K., Fredrick, S. S., & Summers, K. H. (2016). Associations among middle school students’ bullying roles and social skills. Journal of school violence, 15(3), 259-278.

Khani, A., Imani, R., & Salehi, K. (2015). The Effect of Skill-Driven Education on Self-Esteem and Happiness of Students with Mental Retardation. Journal of Skill Training, 13, 87-102. (In Persian)

Khanzadeh, J., & Yaghoobnezhad, S. (2010). Studying the social skills of students with special needs in the work environment. Journal of Exceptional Education, 106, 4-17. (In Persian)

Petner-Arrey, J., Howell-Moneta, A., & Lysaght, R. (2016). Facilitating employment opportunities for adults with intellectual and developmental disability through parents and social networks. Disability and rehabilitation, 38(8), 789-795.

Shahim, S. (2005). Standardization of the social skills grading method for preschool children. Iranian Journal of Psychiatry and Clinical Psychology, 2, 176-186. (In Persian)

Van Vugt, E., Deković, M., Prinzie, P., Stams, G., & Asscher, J. (2013). Evaluation of a group-based social skills training for children with problem behavior. Children and Youth Services Review, 35(1), 162-167.