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Showing 6 results for Social Skills
The Matson Evaluation of Social Skills with Youngsters-II (MESSY-II) and Its Adaptation for Iranian Children and Adolescents with Intellectual Disability
Bakhtiyar Karami, Mojtaba Gashool, Ali Tayarani Rad, Shoaib Qasemi,
Volume 1, Issue 4 (10-2013)
Abstract

Objective: The aim of the present study was to evaluate the psychometric properties and factor structure of the Matson Evaluation of Social Skills with Youngsters-II (MESSY-II) in a community population in Iran.

Methods: The Iranian version of the MESSY-II was administered by interviewing care staff of all children and adolescents (n=355) with administratively defined intellectual disabilities (IDs) living in Tehran, Esfahan, Karaj & Kurdistan.

Results: Exploratory factor analysis showed two factor structures (Inappropriate Assertiveness/ Impulsiveness and Appropriate Social Skills) for the MESSY-II. MESSY-II subscales demonstrated high internal consistency reliability.

Conclusion: The present study indicates that the Persian form of MESSY-II is applicable to research on populations with varying mental functioning, diagnoses, ages, and living arrangements.


Sensation Seeking and Social SkillsinChildren with Autism Disorderand Down-Syndrome
Saeed Rezayi,
Volume 2, Issue 2 (4-2014)
Abstract

Objective: The present study was carried out to study the relationship between sensation seeking and social skills in two groups of school age patients Down-Syndrome (DS) and Autism Disorder (DS). 

Methods: This is a descriptive-analytic and correlation study in which all participants were of primary school age (10 to 13 years) with Down-Syndrome and Autism Disorder of autism spectrum disorder and down-syndrome rehabilitation centers and schools, in Tehran. Two groups, Down-Syndrome (N=35) and Autism Disorder (N=35), were randomly selected from a larger community, as sample group for the present study. Marvin Zuckerman (1994), 4-dimensions Sensation Seeking Scale (SSS), and Scott-Bellini Autism Social Skills Profiles (ASSP) 3 subscales were used as outcome measures. 
Results: Gathered data were analyzed by using Pearson’s correlation coefficients, multivariable regression and Z tests. The results showed that there are significant (&alpha=0./05) relationships between susceptibility to boredom, seeking experience and sum scores of sensation seeking with social skills in Down-Syndrome group as well as there is significant relationship between susceptibility to boredom and sum scores of sensation seeking with social skills in Autism group. 
Conclusion: Based on the results, it can be concluded that sensation seeking capability can improve social skills in children who are seriously impaired in social relationship and communication. In addition, this study suggests sensation seeking training program for promotions of social skills in children with social problems and who do not show normal social behavior specially children with autistic spectrum disorders.

Effect of Training of Life Skills on Social Skills of High School Students With Intellectual Disabilities
Saiedeh Behroz-Sarcheshmeh, Masoud Karimi, Farideh Mahmoudi, Parvaneh Shaghaghi, Seyyedeh Somayyeh Jalil-Abkenar,
Volume 5, Issue 3 (7-2017)
Abstract

Objective: In this study, we planned to investigate the effectiveness of life skills training on the social skills of students with intellectual disabilities.
Methods: In this experimental study, with pretest and posttest design and control group, an equal number of participants was randomly assigned to experimental and control group. Life skills training were provided to experimental group (n=20) in nine sessions, whereas control group was in neutral state. The teacher completed the pretest and posttest Social Skills Rating Scale (Teacher Form) for the participants. The data were analyzed by multivariate analysis of covariance (MANCOVA) using SPSS software.
Results: The results of MANCOVA revealed a significant difference between total social skills and subscales of the test (cooperation, assertiveness, and self-control) in the experimental group (P<0.005), whereas there was no significant difference in the control group. It is important that educators and parents reinforce learning of social skills through direct and indirect life skills training procedure.
Conclusion: The results of this study support the effectiveness of life skills training including cooperation, assertion, and self-control on social skills of high school students with intellectual disabilities.


The Effectiveness of Video Modeling on Social Skills of Children with Autism Spectrum Disorder
Mohammad Ashori, Seyedeh Somayeh Jalil-Abkenar,
Volume 7, Issue 3 (7-2019)
Abstract
Objective: The present study aimed at investigating the effectiveness of video modeling on social skills of children with Autism Spectrum Disorder (ASD).
Methods: The current experimental study with pre-test, post-test design and control group was conducted on 24 male children with ASD aged 6-8 years from two special schools. The samples were selected by random sampling method and randomly divided into experimental and control groups, each group consisted of 12 children. In the experimental group video modeling was used in 16 sessions, while the control group did not participate in this program. Gilliam Autism Rating Scale 2 (GARS-2) was used to diagnose ASD and Autism Social Skills Profile (ASSP) to assess social skills in children with ASD. The data were analyzed using multivariate analysis of covariance with SPSS V. 24.
Results: The obtained results showed that video modeling training had a positive and significant effect on social skills of children with ASD in the experimental group (F(2,21)=28.170, P<0/001).
Conclusion: These findings supported the effectiveness of video modeling on social skills of children with ASD. Therefore, this program can be used to improve social skills of such children and plan to provide video modeling training program for them, which has particular importance.

Effectiveness of Drama Therapy on Social Skills of Autistic Children
Saeed Rahimi Pordanjani,
Volume 9, Issue 1 (1-2021)
Abstract
Objective: Autism spectrum disorder severely damages children’s social skills, cognitive functions, and emotional self-regulation. This study aimed to determine the effectiveness of drama therapy on the social skills of children with high-functioning autism.
Methods: The research design was experimental with a pre-test, post-test and a control group. The statistical population included 120 children with high-functioning autism in special education centers in Isfahan City, Iran. For this purpose, 40 children with high-functioning autism disorder were randomly selected by purposive sampling method and using Morgan’s table. Then, they were assigned to the experimental and control groups. The experimental group received a drama therapy program, and the control group was placed on a waiting list. The children’s instructors completed the Matson social skills questionnaire at pre-test, post-test, and follow-up three months later.
Results: Analysis of the results using repeated measures analysis of variance showed that the drama therapy was effective on the participants’ social skills in the experimental group (P<0.05).
Conclusion: Drama therapy will improve their social skills and performance in this field. Therefore, this study’s findings might be helpful as practical strategies for practitioners in the field of autism.
Retracted Article: The Effect of Paintball Game on Motor Performance, Neuropsychological and Social Skills Children With Attention-deficit/Hyperactivity Disorder
Morteza Homayounnia Firouzjah, Mojtaba Dehestani Ardekani, Refail Azadian Dalasm,
Volume 11, Issue 4 (10-2023)
Abstract
Statement of Retraction:
In accordance with the Committee on Publication Ethics (COPE) Retraction Guidelines, the PDF and HTML versions of this article have been updated to prominently display the notice: 
"This article has been retracted due to plagiarism." 
This notice is clearly visible to all readers accessing the article, ensuring transparency and maintaining the integrity of the scholarly record.

Objective: Attention-deficit/hyperactivity disorder (ADHD) is one of the most common behavioral disorders in children. This study aims to investigate the effect of baseball training on motor and psychological performance and behavioral characteristics of children with attention-deficit/hyperactivity disorder (ADHD). 
Methods: To experiment, the sample group was randomly assigned into two experimental and control groups. Fitness and motor test measures, behavioral measures, and neuropsychological tests are performed as a pre-test for both experimental and control groups. Then, the experimental group received baseball training for one month in 12 sessions with an average of 30 minutes, and the control group received no training. After the end of the course, the tests were re-administered on both experimental and control groups. The results of the study show that the mean of the two groups in pre-test is not significantly different; however, in the post-test, a big difference was found between the two experimental and control groups.
Results: Comparing the groups in post-test by subtracting the effect of the pre-test showed a significant difference between the groups (P>0.001), which indicated the effectiveness of exercises and sports activities in reducing behavioral disorders of the experimental group (P>0.001).
Conclusion: The results of this study suggested that the baseball game has a positive impact on all the investigated components. According to the results of the study, to design treatment programs for hyperactive/inattentive children, the use of baseball games in schools and educational centers can be considered. Accordingly, it is suggested that administrators, parents, and trainers in educational centers and educational environments provide sports, such as baseball games so that hyperactive children can benefit the most to strengthen and improve their behavior.

Coresponding author: Mojtaba Dehestani Ardekani, E-mail: m.dehestani@ardakan.ac.ir
You can also search for this author in: Google scholar

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