This study aimed to investigate the effect of story animations on social development and social adjustment of 8-14 year-old educable mentally retarded students of Dezful in the 2014-15 school year. The research method was quasi-experimental and was conducted with pre-te More
This study aimed to investigate the effect of story animations on social development and social adjustment of 8-14 year-old educable mentally retarded students of Dezful in the 2014-15 school year. The research method was quasi-experimental and was conducted with pre-test and pre-test design with a control group. The study population included all educable mentally retarded students studying in Soodeh special school, with the numbers of 70 people. The sample consisted of 40 girl and boy educable mentally retarded students (IQ range was 60 to 74) which randomly selected and assigned to experimental and control groups. Participants also included Raven's colored test, Weiland social development scale, and children's social adjustment questionnaire. Reliability of social development and social adjustment tests was 0.75 and 0.77 respectively. Experimental group received 22 sessions of group intervention (watching electronic story books with animation) and in contrast, the control group received no intervention. Data was analyzed using descriptive and inferential statistics including variance MANCOVA analysis. Comparison of the results of the post-test subjects showed that social development and social adjustment average of the experimental group compared with the control group was increased significantly. Therefore, it was concluded that story animations have a positive impact on social development and adjustment of educable mentally retarded students.
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