The effect of social skills training on increasing self-confidence among children with verbal learning disorders and children with nonverbal learning disorders

Document Type : Research Paper

Author

Corresponding Author: Associate professor , Department of Educational and Psychology , university of sistan and baluchestan.

Abstract

Learning disorders are among the most important disorders in the school years and children who have learning problems are often mistaken for mentally retarded children and sometimes are completely left behind the education and learning process. Moreover, due to being suppressed in the critical years of childhood, these children encounter issues in the society; therefore, the present study aimed to examine the effect of social skills training on increasing self-confidence among children with verbal learning disorders and children with nonverbal learning disorders. The method of this study was preliminary experimental without a control group. The statistical population of this study included all first to fourth grade students with verbal and nonverbal learning disorders in Zahedan among whom 18 individuals were selected as the sample using the convenience sampling method. Initially, all students answered the Eysenck Self-confidence Questionnaire. Afterwards, the students’ mean score on self-confidence obtained before conducting the social skills training was calculated. Social skills were taught to students during 9 sessions and the results were analyzed using the independent t-test. The results indicated that after training social skills, the students’ mean score significantly increased and this led to an increase in children’s academic performance. Therefore, regarding the effectiveness of social skills in interpersonal communications, questioning, explaining, listening, self-disclosure, and self-expression, this training can be taught in addition to children’s academic classes in ordinary schools and can be used to improve these children’s social performance.

Keywords

References

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Journal of Learning Disabilities
Volume 6, Issue 2 - Serial Number 21
February 2017
Pages 70-82

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