AbstractThe aim of the current research was to evaluate The effectiveness of mind theory –based educational program on social skills of students with Educable Intellectual Development Disorder. The method of the current research was quasi-experimental with a pre-t More
AbstractThe aim of the current research was to evaluate The effectiveness of mind theory –based educational program on social skills of students with Educable Intellectual Development Disorder. The method of the current research was quasi-experimental with a pre-test and post-test design with a control group The statistical population of this research includes all students with educational developmental disabilities in the first grade of elementary school in Isfahan province in the academic year 1401-1400, and the number of these students in this statistical population was 200. From among the statistical population, 24 students with educational intellectual-developmental disabilities were selected as a sample group using a purposive sampling method from one of the exceptional schools of Jarqouye city, Isfahan province, and were randomly divided into two experimental and control groups (12 in the experimental group and 12 in the experimental group).Data were collected using the Teacher Form of Social Skills Scale (SSRS) Gresham and Elliott (1990). The data was analyzed using covariance analysis using SPSS version 23 software. The result of the research showed that the educational program based on the theory of mind improved the social skills of students with developmental disabilities.
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