پديد آورندگان :
پورمحمدرضا تجريشي، معصومه مركز تحقيقات توانبخشي اعصاب اطفال - دانشگاه علوم بهزيستي و توانبخشي، تهران , موللي، گيتا مركز تحقيقات توانبخشي اعصاب اطفال - دانشگاه علوم بهزيستي و توانبخشي، تهران , طراح حامدنظام، رقيه دانشگاه علوم بهزيستي و توانبخشي - گروه روا ن شناسي و آموزش كودكان استثنايي، تهران
چكيده لاتين :
Objective Children with biomotor disabilities are influenced by negative social attitudes towards
themselves; this is due to their problems in independence, self-reliance, and self-help skills. The
people’s attitudes and children’s feedback towards their disability directly influence the adaptation
of children. Some support programs can help these children to cope well with different social conditions.
A behavioral support program is a new approach to promoting emotional and social competence
in children. The program is adjusted as a pyramidal model to support everyone. It focuses
on the promotion of health and provides services for children. Moreover, the program replaces
appropriate social and communication skills with challenging behaviors (e.g. aggression and rulebreaking)
and may improve effective communication and positive behaviors, and reduce negative
behaviors in children. The present study aimed to determine the effect of the behavioral support
program on the social skills of children with biomotor disabilities in Tehran City, Iran.
Materials & Methods This was a quasi-experimental study with a pretest-posttest design and a control
group. The study samples consisted of 28 children aged 5-7 years educating in the 2013-2014
academic year in special education centers in Tehran. The sample was purposefully selected. There
are only three special centers in Tehran for children with biomotor disabilities. The sample (28 individuals)
was selected according to the sample size formula, considering sample missing probability,
and the inclusion and exclusion criteria. The subjects consisted of 14, 6 and 8 individuals from the
16th, 5th, and 3rd educational districts, respectively. The students from 16th educational district were
allocated in the control group and those from the 5th and 3rd educational districts in the experimental
groups. All students in the two experimental groups and control group were matched in terms of
socioeconomic status and parent’s educational level. Then, the parents and teachers of all groups
completed the Social Skills Rating System (SSRS). The students of two experimental groups participated
in 14 training sessions (3 days/week; each session: 40 minutes) and received the behavioral
support program in addition to the conventional program of the center; the controls only received
the center’s routine program. Eventually, all parents and teachers of the subjects re-completed the
SSRS after the last intervention sessions. The collected data were analyzed by the one-way Analysis
of Covariance (ANCOVA).
Results The results of one-way ANCOVA for acquired data from SSRS (parent form) demonstrated
that the behavioral support intervention significantly increased (P<0.001) social skills (cooperation,
assertiveness, self-control, and responsibility) in male students with biomotor disabilities. According
to eta quotients obtained from the parents’ evaluation, 82%, 63%, 82%, 66%, and 67% of variations
in social skills (cooperation, assertiveness, self-control, and responsibility) of children with
biomotor disabilities could respectively be explained by the behavioral support intervention. The
results of SSRS (teacher form) revealed that the participation of male students with biomotor disabilities
in the intervention has significantly increased their social skills, cooperation, assertiveness,
and self-control (P<0.001). Furthermore, according to eta quotients, 65%, 61%, 51%, and 70% of
variations in social skills, cooperation, assertiveness, and self-control of male students with biomotor
disabilities could be respectively explained by participating in the behavioral support intervention
sessions.
Conclusion The behavioral support program is a practical strategy for parents and specialists to
reduce the social adjustment issues of children with biomotor disabilities. Therefore, the intervention
should be considered in planning and policymaking for family training programs. Furthermore,
using the behavioral support program along with the conventional training methods can promote
social skills, assertiveness, self-control, and responsibility in children with biomotor disabilities.
Thus, such programs can prevent ongoing social communication, emotional and academic problems,
unemployment, social isolation, and withdrawal, developed due to biomotor limitations in
these children.
