| چکیده انگلیسی مقاله |
Objective: Since 2018, the definition of intellectual disability was revised about 11 times. American association of intellectual developmental disabilities (2007) replaced the term of mental retardation with intellectual disability. Today, term of intellectual disability approved by all, including American association of psychiatric (diagnostic and statistical manual of mental disorders, 5th edition) and world health organization. The most recent version stated that it is a disability: "characterized by significant limitations both in intellectual functioning and in adaptive behavior as expressed in conceptual, social, and practical adaptive skills. This disability originates before age 18. Intellectual disability is a common neurodevelopmental disorder which leads to lower life quality, social activities reduction and rejection feeling. So, it is important to plan suitable training programs such as group play therapy training program for improvement social skills of children with Intellectual disability. The purpose of the present study was to investigate of the efficacy of group play therapy training with cognitive-behavioral approach on the social skills of students with intellectual disability in Isfahan city. Materials & Methods: The present research was a semi-experimental study with pre-test, post-test design and control group. The participants were 22 students with intellectual disability aged 7-11 years old in 2017-2018 academic year. They were from middle socio-economical class. Subjects were selected by convenient sampling method from school of Shahidan Nouri in Isfahan. They were divided into experimental and control groups, each group consisting of 14 students. The experimental group received group play therapy training program in 7 sessions (40 minutes for per session), while control group did not. The instrument was done using the social skills scale of Matson. Social skills scale was completed by parents for all subjects in pre-test and post-test. Data were collected through the questionnaire before and after the training sessions. Multivariate analysis of covariance (MANCOVA) was used with 23th version of statistical package for social sciences (SPSS). Results: The first, normality of variables and contingency of variance and covariance assumptions were tested. The Kolmogorov Smirnov test showed that all variables were normal (P> 0/05). Also, Box test confirmed contingency of variance-covariance assumption. So, assumptions of MANCOVA test confirmed and can be used the MANCOVA test for analysis of data. The results of MANCOVA showed that group play therapy training with cognitive-behavioral approach program had a significant effect on the social skills of students with intellectual disability (P< 0.001). The results also revealed that group play therapy training program had a significant effect on all subscales of social skills (appropriate social behavior, asocial behavior, aggressive and impulsive behavior, superiority and self-confidence, communication with peers) in these students (P< 0.001). It can be stated that according to Eta square 67%, 55%, 61%, 56%, 62%, and 55% of variations in components such as appropriate social behavior, asocial behavior, aggressive and impulsive behavior, superiority and self-confidence, communication with peers, and social skills respectively, can be explained by the subjects' participation in group play therapy training program. Conclusion: The results of present research indicated that group play therapy training program improved the social skills of students with intellectual disability. Therefore, paying attention to the group play therapy training program is essential and planning for providing of this program is a particular importance. Intellectual disability affects all aspect of individual's life, while applying group play therapy training program has been associated with effective outcomes. Therefore, instructional interventions such as group play therapy training program are required. As far as present study used semi-experimental method, could be cautioned in generalization of results. Other limitation of this study is the usage of questionnaires. Maybe, the individual didn't feel responsibility to answer correctly and honestly because of avoiding stigma or not being accepted by the community. It is recommended group play therapy training program that are very helpful in instruction of students with intellectual disability, used in schools and various categories of exceptional students. |