Experimental research on the social skills of people with intellectual disability
DOI:
https://doi.org/10.56294/hl2024.398Keywords:
Life skills (LS), Self-Harm (SH), control group (CG), Intellectual disabilities (ID), Experimental groups (EG), Social skills (SS), life skills training (LST)Abstract
People intellectual disabilities (ID) and co-occurring mental health conditions (MHC) are likely to find it challenging to make friends. Self-harm (SH) and problematic behaviours are also linked to social skill deficiencies (SSD).In this research, we sought to determine if teaching individuals with intellectual impairments life skills impacted their social abilities. In an empirical research employing a pre-test (PreT) and post-test (PosT) methodology, the experimental groups (EG) and control groups (CG) were randomly assigned an equal number of participants each. Nine sessions of life skills training (LST) were given to the EG (n=30) while the CG was in a neutral state (NS). For the PreT and the PosT, the instructor filled out the Social Skills Rating Scale (SSRS) (teacher Form) for each participant. MANCOVA (Multivariate Analysis of Covariance) was used to analyze the data using SPSS software.In an empirical research using the PreT andPosT techniques, the EG and CG were randomly assigned an equal number of individuals. The CG remained inattentive, while the EG (n=30) received nine sessions of life skills training (LST). Each member of the PreT and PosT groups had their Social Skills Rating Scale (SSRS) completed by the instructor. Data were examined using MANCOVA and SPSS software. The results of this research show how important it is to teach high school pupils ID Life Skills (LS), such as CO-OP, Ast, and SC
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Copyright (c) 2024 Sujayaraj Samuel Jayakumar , Nidhi Srivastava , Komal Patel , Sonali Parida , Vivek Saraswat , Sourav Rampal , V.M. Thorat (Author)
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