جستجوی مقالات مرتبط با کلیدواژه « مهارت های اجتماعی » در نشریات گروه « علوم تربیتی »

The purpose of the present study was to investigate the effectiveness of parent-child Interaction therapy based on Eyberg’s approach on the anxiety and social skills of children with intelligence and developmental disability. The method of this study was the single subject, in three stages of baseline, intervention and follow-up. The statistical population included all mothers having children with intellectual and developmental disability and their children in Isfahan city, from among them,, 3boys were selected by purposive sampling method. Before implementing the intervention, the participants were evaluated 3times using Spence's preschool anxiety scale(PAS) and Matson's social skills questionnaire(MESSY). Then, the Eyberg's mother-child interaction therapy was performed for them in 15 sessions of 45 minutes, and during the sessions, they were evaluated 6 times using the mentioned tools. Moreover, after the end of the session, in order to check the durability of the intervention, they were evaluated 3more times. Finally, the data was analyzed using the method of visual analysis and effect size. The findings indicated that the anxiety of all three subjects decreased compared to the baseline and their social skills increased compared to the baseline. So that the effect size of the anxiety variable was reported for the first to third subject 1.62, 1.41 and 1.63 . In the variable of social skills, the effect size was reported 1.11, 1.47 and 0.58, respectively. Therefore, the results suggest that the parent-child Interaction therapy based on Eyberg’s approach can be used to improve children's anxiety and social skills by intelligence and development.

Social skills are among the important and fundamental skills that contribute to the progress and improvement of an individual's quality of life. The aim of this research is to investigate the influence of Joubert's stories on the social skills of elementary school students in Kermanshah City. This study is semi-experimental research using a pretest-posttest design with a control group. The population of this research consists of all elementary school students in District One of Kermanshah City who were studying in the academic year 2021-2022. Two classes from two different schools were randomly selected,  each class consisting of 15 students. One group was assigned as the experimental group, and the other group was assigned as the control group. The research instrument was the Matson Social Skills Questionnaire, and the storybooks were selected from the French author Claire  Joubert and were translated into Persian. Both the experimental and control groups underwent a pretest, followed by an intervention of storytelling sessions for the experimental group over a period of two months and eight sessions. Finally, a posttest was administered to both groups. The results were analyzed using covariance analysis, which showed that Claire Joubert's stories have an impact on enhancing the social skills of elementary school students, including the growth of social skills and skills related to avoiding antisocial behaviors.

Using educational animations can help develop students' social skills due to their attractive and eloquent content.Considering that animations have individual characters, students can be inspired by the behaviors of animation characters and apply positive behaviors in their social relationships. In this study, the effect of educational animations on children's social skills was investigated. The current research was conducted in terms of the purpose of applied research and in terms of the research method, it was semi-experimental and using a pre-test-post-test design with a control group. The statistical population of the present study was the students of Arhashim School in Tehran, 60 of whom were randomly selected from the statistical population based on the entry and exit criteria using available sampling method and divided into two experimental groups (n=30) and control group (n=30). were assigned The experimental group was subjected to educational animation program during 8 sessions once a week and the control group did not receive any intervention. All participants completed Matson's social skills questionnaire in two stages before and after the implementation of educational animations.The data obtained from the implementation of the research were analyzed by comparing the average of two independent societies and using SPSS software.The results of the research hypothesis test showed that the use of educational animations has a significant effect on the different dimensions of social skills of students. The use of educational animations has a significant effect on appropriate social behavior and reducing antisocial behavior of students. The use of educational animations has a significant effect on reducing students' aggressiveness and impulsive behavior, as well as students' selfconfidence. Finally, the use of educational animations has a significant effect on students' communication with their peers.

The main purpose of this study was to present the casual model of social skills in students with specific learning disorders based on personal intelligence and theory of mind: the mediating role of emotional control.

The research method was descriptive and structural equations. The statistical population included elementary students of the second year with specific learning disorders in Ardabil and Tabriz in the academic year 2021-2022 From this population, 115 students with specific learning disorders were selected by purposive sampling. In the presence of the researcher, they individually answered the questionnaires on personal intelligence, emotional control, Stirman's theory of mind, Matson social skills. Data analysis was performed using structural equation modeling and SPSS software version 23 and SmartPLS version 3.

Based on the results, the causal model of the relationship between the theory of mind, personal intelligence, emotional control, and social skills in students with special learning disabilities was confirmed based on different fitting indices (P< 0.05).

According to these results, holding workshops to promote personal intelligence, adjust and manage social skills of these students by school counselors and psychologists is recommended.

The aim of this study was to investigate the effectiveness of art-based mindfulness intervention on social skills of students with learning disabilities.

The present research was an experimental study with pre-test, post test design and control group. In this study, 30 students with learning disabilities who had referred to learning disability centers in Shiraz city were selected by convenience sampling method and randomly divided into experimental and control groups.  Then Matson social skills test was administered as a pre-test in both groups and also art-based mindfulness intervention was performed on experimental group for 12 sessions.  Immediately after the intervention, the mentioned test was administered again as a post-test and one month after the intervention administered as a follow-up. Data was analyzed using repeated measures analysis of variance.

The results showed that arts-based mindfulness intervention program had a significant effect on the rate of social skills of children with learning disability.

Conclusion:

 Therefore, performing arts-based mindfulness intervention program is suggested to improve social skills of children with learning disability.

This study aimed to determine the effectiveness of the theory of mind on emotion regulation, and social skills in children with autism. The study was semi-experimental with a pre-test-post-test with a control group. The study population includes all children with autism spectrum disorder in Zanjan city, 30 people (25 boys and 5 girls) in the age group of 10-12 years old were selected from schools, and the autism associations of Zanjan province by non-random purposeful sampling. They were placed in the experimental, and control group of 15 people. The experimental group was taught the theory of mind individually and in groups during 60 sessions. Multivariate covariance analysis was used to examine the data, which were gathered using Billini's social skills profile and Schilder and Chikti's emotion regulation checklist (1995). The results showed that mind theory training significantly (p<0.05) improved adaptive emotion regulation skills (p<0.001), negativity, (p<0.001) reciprocal social behaviors (p<0.001), mature social behavior and worthiness (p<0.001), and social engagement (p<0.001) in the students with autism spectrum disorder. Therefore, mind theory training can be considered an appropriate educational and therapeutic method to improve the social and cognitive functioning of students with the autism spectrum disorder. Based on obtained results, mind theory training can be used as an effective intervention to improve emotion regulation, and social skills in the children with spectrum disorder. It is advisable that education specialists contribute to the enhancement of socio-emotional functioning among autistic students through the integration of mind theory training into academic curricula

One of the most obvious ways to change behavior in children is play therapy. The purpose of this study was to investigate the effectiveness of play therapy based on parent-child relationship on social adjustment and social skills of intellectual disability students with Visually impaired.

In this research, single case research method with A-B-A design was used. The statistical population included all Intellectual disability students with Visually impaired in the elementary school in Isfahan city in 2020, and three of them were selected using available sampling method. After three baseline sessions, the mothers of the students received a play therapy program based on the parent-child relationship in 10 sessions of 120 minutes, and one month after the end of the intervention, they underwent a follow-up test in three sessions. The tools of this research included the California Social Adjustment Questionnaire and the Gresham and Elliott Social Skills Questionnaire. In order to analyze the research data, visual analysis, trend index and stability index, effect size, percentage of overlapping and non-overlapping data were used.

The results of data analysis showed play therapy based on parent-child relationship has been effective on social adjustment and social skills of intellectual disability -blind students. The non-overlapping percentage of social adjustment and social skills data in two baseline and intervention situations for three subjects is 88% and 100% and the recovery percentage index was 14.04 and 22.41 respectively. This effectiveness was still evident in the 30-day follow-up phase.

Based on the findings of this research, it can be said that play therapy based on parent-child relationship can play an important role in increasing the social adjustment and social skills of intellectual disability students with visually impaired.

The present research was conducted with the aim of designing a curriculum model based on social skills for students with reading disabilities.

The current research is a qualitative research. In formulating the model, the statistical population of this research included all valid scientific articles in the field of reading disability, which were identified based on the criteria for the inclusion of scientific articles and finally based on the criteria for the exclusion of research articles for the final analysis, according to a regular search in databases. be. A worksheet designed by the researcher was used to collect, report and record primary research information. The analysis of the findings was done using the seven-step synthesis research model of Marsh (1991) and open and axial coding methods. The statistical population of this research included all the valid scientific articles in the field of social skills, which were identified based on the entry criteria, according to the regular search in the databases, and finally, based on the exit criteria, 52 research studies were selected for the final analysis. Qualitative analysis was used to analyze the data obtained from synthesis research. In the qualitative analysis, the categories were determined, the types of connections between the categories, reducing and simplifying the text, discovering the relationship between concepts and categories, coding the connections, drawing the results and drawing conclusions were discussed. To determine the validity of the developed model, the formula of the content validity ratio and the value determined in the Lavshe table based on the number of participants in the test were used.

In the present study, a curriculum model based on social skills was developed for students with reading disorders. This model includes 12 social skills. In teaching each skill, 6 major goals were defined that the students had to achieve.

The results of the research indicated the desirable pattern of the curriculum based on social skills in students with reading disabilities with a validity rate of 0.87.

The aim of this research was to develop a class silence behavior model based on parenting styles and social skills with the mediation of students' fear of negative evaluation. We used correlational and structural equation model methods. The statistical population of the study included all 4800 sixth grade female students of Shahrekord city, 340 of whom were selected as the research sample using a multi-stage cluster random sampling method. Data were collected using Behnamfar et al.'s Class Silence Behavior Questionnaire, Gresham and Elliott's Social Skills Rating System, Bori et al.'s Perceived Parenting Styles Questionnaire and Leary et al.'s Fear of Negative Evaluation Scale. The data were analyzed using correlation tests and fit indices in SPSS and AMOS software. The results showed that the model achieved an optimal level of fit. Also, social skills and authoritative parenting style had a causal and direct effect on class silence behavior. Also, the fear of negative evaluation mediated between social skills and permissive parenting style. Therefore, according to the results, social skills and parenting styles played a major role in the formation of class silence behavior; therefore, they need special attention at schools.

This study aimed to investigate the effectiveness of music-based education on social skills, attention and concentration of children with special learning disabilities.

This is a quasi-experimental study with post-test and pre-test in experimental and control groups. The study population included children aged 6 to 10 years from the training center of capable learning disability in Ghaemshahr city in 2019-2021. We used convenient sampling method to select 30 children and divided them into two groups of experimental (15 children) and control (15 children). The experimental group received Bells music training in 16 sessions of 30 minutes for two months. We completed Matheson and Conners questionnaires before and after intervention in both groups. We applied generalized estimating equation (GEE) to compare changes in questionnaires between two groups over the study.

We sound significant change between two groups after intervention in scores of appropriate social behavior, antisocial behavior, aggression and impulsive behavior, high self-esteem, behavior problems, inattention, dreaming (P value<0.05).

Our results showed that music education is effective in improvement of social skills, attention and concentration of children with special learning disabilities.

This research aimed to compare the effectiveness of Applied Behavior Analysis (ABA) and TEACCH training methods in improving social skills and verbal comprehension in children with an autism spectrum disorder.

The current study is an intra-group type (single subject) in terms of its practical purpose and execution method. A multi-baseline design was employed using different methods and people. The statistical population consisted of all students with an autism spectrum disorder in the elementary schools of Mazandaran Province in the academic year of 2017-2018. The sample group included four people in two groups and each group had two members who were assigned randomly. Data collection tools were Weiland Social Development Scale and Wechsler Children's Scale. The statistical tests consisted of visual and statistical analyses, as well as examining the process of changes in the subject. The intervention method was the observation of the subject's line in the baseline and the training of the intervention package together with the follow-up of the process of changes, which lasted for two months.

The findings showed that the effect of ABA and TEACCH on improving social skills and verbal comprehension in children with an autism spectrum disorder is different and according to the indicators of improvement (8.83 and 15.13 for social skills) and (scores of 160 and 100 for verbal comprehension), TEACCH has a greater contribution.

The study showed that tichs treatment method was more effective in improving socoal slills and verbal comprehension in two subjects than ABA treatment due to its structutrd nature.

This study aimed to explore the qualitative effects of storytelling-based education on enhancing the creativity of students. The objective was to understand how this pedagogical approach influences various aspects of creativity, including imaginative thinking, critical thinking, social participation, and self-confidence among students. A qualitative research design was employed, utilizing semi-structured interviews to collect data. The study was conducted in Tehran with 21 student participants selected through purposive sampling until theoretical saturation was achieved. Data analysis was performed using content analysis, which involved open, axial, and selective coding to identify key themes and patterns related to the impact of storytelling-based education on creativity. The analysis revealed that storytelling-based education positively influenced students' creativity by enhancing their imaginative thinking, critical thinking, social skills, and self-confidence. Key axial codes included improved problem-solving abilities, increased class participation, and development of artistic creativity. Thematic analysis further categorized these impacts under broader themes, such as cognitive skills development, social skills enhancement, and emotional growth. The results aligned with previous studies indicating the effectiveness of storytelling as an educational tool in fostering creativity and related skills. The study concluded that storytelling-based education is a powerful method for fostering creativity in students. It not only enhances their cognitive and artistic abilities but also improves their social and emotional skills. The findings suggest that incorporating storytelling into educational curricula could significantly benefit student development. Future research is recommended to explore the long-term effects of this approach and its application across diverse educational contexts.

The aim of this study was to investigate the effectiveness of enriching family relationships (with parents' participation) on social skills and alexithymia of students with specific learning disorders.

The research method was a semi-experimental pre-test-post-test type with a control group. The statistical population of this research was made up of all the students with specific learning disorder who had referred to the learning disorder center in Ardabil city in 2022. Among them, 30 students with specific learning disorders and their parents were selected as samples through available sampling and randomly placed in the experimental and control groups. The experimental group received the educational package of enrichment of family relationships but the control group did not receive any intervention during the implementation of the intervention. Before and after the implementation of the intervention, the students responded to Matson's social skills (1983) and Toronto's alexithymia scales (2006). Analysis of the obtained data was done through multivariate covariance analysis by using SPSS-26 software.

The results showed a significant increase in the mean of social skills and a decrease in the mean of alexithymia of the experimental group after the implementation of the intervention. Also, the mean of social skills and alexithymia in the experimental and control groups were significantly different

It can be concluded that the implementation of the family relationship enrichment package has an effective role in improving social skills as well as reducing the problems of emotional inadequacy and symptoms of alexithymia, so the use of this package is recommended for children with special learning disorder.

Social skills are developed through exposure to social environments and a part of the education process that is implicit and unteachable (hidden curriculum) available to learners. This study aimed to represent the formation process of social skills in primary school students with the focus on hidden curriculum.

Therefore, a semi-structured interview was conducted using a qualitative method based on the Foundation's data theory, using a targeted sampling of 15 elementary school teachers in Mahabad city, until the theoretical saturation of the data. Data analysis was also done by continuous comparison method, through open, central and selective coding in the form of 9 general categories and 23 sub-categories under Max Kyuda version 2020 software. The data pattern of the foundation in this study was depicted through the graphic model (outputs of Max Kyuda).

The final model in the form of contextual factors includes; family, school and peers, process factors including; interaction with the environment, skill learning, changing and modifying behavior and training methods and consequent factors; including desirable social skills and undesirable social skills were extracted and categorized based on the three elements of the Strauss and Corbin (2008) model.

The results showed that social skills in students is a multi-dimensional process that requires a comprehensive and multi-faceted look at the educational system in the form of open curricula with an emphasis on the hidden curriculum and its functions (structure of educational centers, social atmosphere and family).

The aim of this study was to compare the social skills, emotional intelligence and depression of students with learning disabilities and normal in primary schools in Maragheh. The method of the research study was comparative. The statistical population was all primary school students in Maragheh that were purposefully selected (with learning disabilities) and 40 normal students were selected by matching method from primary schools in Maragheh. To collect information Garsham and Eliot (1990) Social Skills Questionnaire, Bradbury and Graves (2005) Emotional Intelligence and Lang and Tisher (1983) childhood depression Questionnaire were used.  Data were analyzed by multivariate analysis of variance and group independent t-test. The results showed that there was a significant difference between the level of social skills (social skills, cooperation, assertiveness and self-control) and emotional intelligence (self-awareness, self-management, social awareness, relationship management) of students with learning disabilities and normal in primary schools of Maragheh (P <0.05). Also, there was a significant difference between depression of students with learning disabilities and normal in primary schools in Maragheh (P <0.05). Based on the results, it was suggested that in schools, the necessary planning and coordination to use emotional intelligence training methods as well as interventions to strengthen social skills for primary school students with learning disabilities. Also use the results of the present study in the design of therapeutic interventions.

The aim of this study was comparison of social skills and test anxiety in gifted, pseudo-gifted and normal adolescents. The research design was descriptive and causal-comparative. The sample consisted of 147 students (50 gifted, 47 pseudo-gifted and 50 ordinary) who were selected from the gifted and ordinary high school students of Isfahan province using the convenient sampling method and according to the inclusion criteria. Raven IQ test was used to distinguish between gifted and pseudo-gifted students. Participants answered online Social Skills Rating System (SSRS-SS) and the FRIEDBEN Test Anxiety Scale. Data were analyzed using MANOVA and LSD post hoc test. The results of multivariate tests showed a general and significant difference between the mean of social skills and test anxiety between the three groups. The between-subject effects test showed that the effects of self-control and cooperation (social skills), and cognitive obstruction (test anxiety) were significant. The results of LSD showed that the mean of self-control of gifted students is significantly higher than other groups. The mean of cooperation of pseudo- gifted students is significantly lower than other groups. The results of this study show the need to separate pseudo-gifted students from gifted students in gifted schools in Iran.

The aim of this study was to determine the effectiveness of group play therapy on social skills of children with autism. The method of the present study was quasi-experimental pre-test-post-test with a control group. The statistical population of the study was all girls and boys aged 6 to 10 years with autism who were the children of Aftab in the city of Quds in the academic year 2019-2020. Available and selected randomly by lottery in two groups of control (n = 12) and experimental (n = 12). The experimental group underwent group play therapy training in 20 sessions of 60 minutes per week for 2 sessions per week, but the control group did not participate in any training classes during this period. The instruments used in the pre-test and post-test were the social skills assessment questionnaire of Stone et al. (2010). Data were analyzed using SPSS software version 22 and multivariate analysis of covariance at the significance level of 0.01. The results showed that the mean of the experimental group in social skills and its components (ability to understand the emotions and feelings of others, ability to start interacting with others, ability to maintain interaction with others and ability to respond to others) was higher than the control group (p <0.01). According to the results of the study, group play therapy was effective on social skills and its components in children with autism spectrum disorder.

The aim of this study was to determine the effect of play in education on social skills and self-efficacy of preschool children in the fourth district of Tehran from the perspective of their educators in a descriptive survey method.

The statistical population included all preschool teachers in the fourth district of Tehran who were employed in the academic year 2021, which was a total of 650 people, of which 242 people were selected according to Krejcie and Morgan table by simple relative random sampling method. The research tool included a researcher-made questionnaire consisting of 55 items. The validity of the questionnaire was confirmed by experts (10 people) and its reliability was calculated and confirmed by Cronbach's alpha with a coefficient of 0.871 after a test among 30 subjects. Finally, the data were descriptive and Infections were analyzed using SPSS software.

The results of data analysis showed; According to preschool teachers in Tehran's Chahar Shahr district, play techniques in education (playing with pottery, puppet games, storytelling, and drawing) greatly affect children's social skills and self-efficacy.

Also, the highest mean among the components of the effect of game techniques in education with (3.95) is assigned to the component of the effect of playing with pottery and the lowest amount with (3.76) is assigned to the component of drawing.

The purpose of this study was to compare the effectiveness of the model based on the motivation of progress and social skills training on academic self-efficacy in students with learning disabilities. Method of the current research was an experiment with a pre-test-post-test design with a control group. The statistical population of this research included all the students enrolled in learning disabilities center of Ardabil city in the academic year of 2022, from among them 45 people were selected by available sampling and after random replacement, they were studied in three experimental groups and a control group. (15 people in each group) were selected. The data collection tool was academic self-efficacy questionnaire (Jinks & Morgan, 1999). The implementation process of the model based on the progress motivation lasted for 5 sessions and social skills for 8 sessions, and the control group did not receive any intervention. The results were analyzed using spss-25 and univariate covariance test. The results of covariance analysis showed that after controlling for pre-test effects, there is a statistically significant difference between the average scores of the three experimental and control groups in the total score of the academic self-efficacy variable (F=51.640). Therefore, education social skills and the model based on the motivation of progress can have a positive effect on the academic self-efficacy of students with learning disabilities.

The aim of the current research is to investigate the effectiveness of training by storytelling method on social skills and academic performance in "experimental science" subject for second grade students of primary schools in Shiraz city.

The current research method was quasi-experimental with pre-test and post-test in two experimental and control groups. In this research, subjects were placed in two control and experimental groups. The statistical population in this research included all the students of the second grade of primary school in Shiraz city in the academic year 2022-2023. The researcher selected four classes as a sample using a staged cluster sampling method. For this purpose, questionnaires were given to 80 students and 40 students were randomly selected as the experimental group and 40 students as the control group. The experimental group was trained through storytelling and the control group did not receive any training. The data were collected using two social skills questionnaires and academic performance questionnaires. Descriptive statistics test (mean and standard deviation) and inferential statistics of covariance analysis were used for data analysis.

As the results indicated, storytelling has a significant effect on the academic performance and social skills of students in "experimental sciences." Storytelling has a significant effect on the dimensions of students' academic performance. Storytelling has a significant effect on the dimensions of students' social skills.

It seems that the storytelling method has a significant effect on the social skills and academic performance of the "experimental science" subject of the second grade primary school students in Shiraz city.