The Effectiveness of Social-Comparative Feedback on the Performance of Power Generation Task in Educable Mentally Retard Girls

The goal of this study was to determine the effectiveness of social-comparative feedback on the performance of power generation task in educable intellectual disability girls. The present research is an experimental study with pre-test and post-test with experimental and control groups. Among all elementary special schools in Shiraz city, 46 mentally retarded girl students were selected through purposefu sampling. The participants were divided into experimental and control groups (22 inthe experimental group and 24 in the control group). Analysis of covariance showed that the experimental group achieved significantly higher scores than the control group. The results of this study provide evidence for the importance of motivational feedback. Since the social-comparative feedback had a special effect on the performance of power generation task in mentally retarded individuals, it is recommended that this method be used as an effective training strategy in the field of special education.