Abstract:
Objectives: Verbal self-instruction strategy is one of the useful techniques for treating individual with learning disability. The purpose of the present study was to determine the effect of Verbal Self-instructional Package on the social competence of students with learning disability. Methods: The study was done in a quasi-experimental research and pre-test, post-test design with control group. The population included all male students with learning disability who were studying in two learning disability centers of Hamedan City from 3rd grade to 5th grade. The participants included of 40 male students diagnosed with learning disability who were selected through convenience sampling method and were placed in control group and experimental group (20 students in each group). The verbal Self-instructional Package was held for 8 sessions in a month (2 sessions per week) for experimental group. To collect data, the pre-test and post-test scores of Social Competence Questionnaire were used. Results: The findings of multivariate analysis of covariance showed that Verbal Self-instructional Package significantly affects social competence and it’s components cognitive skills and abilities, behavioral skills, emotional competence and set of motivations and expectations in students with learning disability. Discussion: Using verbal self-instruction can enhance the social competence of students with learning disability, Thus it is recommended to use this adjusted package in schools and psychological clinics for these students.
Machine summary:
Iranian Rehabilitation Journal, Vol. 13, Issue 1, Spring 2015 Original Article Social Competence of Students with Learning Disability: Advantages of Verbal Self-Instructional Package Fatemeh Rahemi Noushabadi; Narges Adibsereshki*; Firuzeh Sajedi Enayatolla Bakhshi; Mahammad Rostami, Samane Syakhaneh Pediatric Neurorehabilitation Research Center University of Social Welfare and Rehabilitation Sciences, Tehran, Iran Verbal self-instruction strategy is one of the useful techniques for treating individual with learning disability.
The purpose of the present study was to determine the effect of Verbal Self- instructional Package on the social competence of students with learning disability.
Results: The findings of multivariate analysis of covariance showed that Verbal Self-instructional Package significantly affects social competence and it’s components; cognitive skills and abilities, behavioral skills, emotional competence and set of motivations and expectations in students with learning disability.
Discussion: Using verbal self-instruction can enhance the social competence of students with learning disability, Thus it is recommended to use this adjusted package in schools and psychological clinics for these students.
Although no research has directly applied verbal self-instruction strategy on social competence of students with learning disability, few similar studies have reported the effectiveness of this technique.
3- There is no local research about the effects of verbal self-instruction on social competence of students diagnosed with learning disability.
Therefore, this study intended to examine the effectiveness of verbal self-instruction training on social competence of students diagnosed with learning disability.
Comparing post-tests of the two groups (while controlling pre-test effect) Pre-test Discussion The purpose of the present study was to determine the effect of Verbal Self-instructional Package on the social competence of students with learning disability.