Developing a Problem-Solving Training Program and Evaluating Its Effectiveness on Communication Interactions of Slow-Paced Students with Down syndrome

Document Type : Original Article

Authors

1 Ph.D. Student in Psychology and Education of Exceptional Children, Science and Research Branch, Islamic Azad University, Tehran, Iran.

2 Professor, Department of Psychology and Exceptional Children Education, University of Tehran, Tehran, Iran. Email: afrooz@ut.ac.ir

3 Assistant Department of Psychology and Education of Exceptional Children, Science and Research Branch, Islamic Azad University, Tehran, Iran.

4 Associate Professor, Department of Psychology and Exceptional Children Education, University of Tehran, Tehran, Iran.

5 Associate Professor, Department of Psychology, Kermanshah Branch, Islamic Azad University, Kermanshah, Iran

Abstract

The study aimed to design and investigate the effectiveness of family-centered problem-solving interventions on communication interactions in slow-paced students with Down syndrome. This quasi-experimental study was a pretest-posttest-follow-up with a control group. The statistical population included 67 slow-paced female and male students with Down syndrome in Kermanshah. Thirty slow-paced students with Down syndrome (15 girls and 15 boys) in the academic year 2021-2022 were selected using the purposive sampling method and randomly assigned to two experimental groups (n=15) and controls (n=15). The experimental group participated in fifteen one-hour sessions of the “I Can Problem Solve” (ICPS) workshops, while the control group did not receive any training. The Matson Social Skills Scale (MESSY) (1983) was used to collect the data. Data analysis was performed using SPSS version 24 with repeated measures. The experimental group’s results showed a significant difference between pre-test-post-test scores in social skills, antisocial behavior, aggression, impulsive behavior, and peer relationship (P=0/001). There was no significant difference between post-test-follow-up scores, indicating the stability of the effect. Despite increasing the mean score, there was no significant difference in the high self-confidence and superiority components. Due to the impact of the family-centered problem-solving intervention, this educational program at home and school is of great importance for parents, educators, and students with Down syndrome

Keywords

References

 
Barak-Levya, Y., & Atzaba-Poriab, N. (2020). A mediation model of parental stress, parenting, and risk factors in families having children with mild intellectual disability. Research in Developmental Disabilities. 98, 1-13.
Byrne, A., Buckley, S., Macdonald, J., & Bird, G. (1995). Investigating the literacy, language and memory skills of children with Down syndrome. Down Syndrome Research and Practice. 3(2), 53-58.
Cote, D., Pierce, T., Higgins, K., Miller, S., Tandy, R., & Sparks, S. (2010). Increasing Skill Performances of Problem Solving in Students with Intellectual Disabilities. Education and Training in Autism and Developmental Disabilities. 45(4), 512-524.
Feeley K,&  Jones E. (2006). Addressing challenging behaviour in children with Down syndrome: The use of applied behaviour analysis for assessment and intervention. Down Syndrome Research and Practice. 11(2), 64–77.
Kanning, U.P. (2006). Development and validation of a German-language version of the interpersonal competence questionnaire )ICQ). European Journal of Psychological Assessment. 22(1), 43-51.
Lecavalier, L., Butter, E. M. (2010). Assessment of social skills and intellectual disability. Nangle, D. W., Hansen, D. J., Erdley, C. A., & Norton, P. J. (Ed). Practitioner's guide to empirically based measures of social skills. (pp. 179-192). New York, NY, US: Springer Publishing Co.
Mark, K. M., & Pike, A. (2017). Links between Marital Quality, the Mother-Child Relationship and Child Behavior: A Multi-Level Modeling Approach. International Journal of Behavioral Development. 41(2), 285-294.
Mash, E. J., & Wolfe, D, A. (2008). Abnoemal Child Psychology. Wadsworth: Jon-Davia Hague.
Matson, J. L., & Ollendick, T. H. (1988). Enhancing children's social skills: Assessment and training. New York: Pergamon Press.
Matson, J. L., Rotatori, A. F., & Helsel, W. J. (1983). Development of a rating scale to measure social skills in children: The Matson Evaluation of Social Skills with Youngsters (MESSY). Behaviour Research & Therapy. 21(4), 335–340.
Musavimoghadam, S. R., & Nasrallahi, H. (2015). Effectiveness of Social Skills Training, Problem Solving Method to Reduce Behavioral Problems Mentally Retarded Students from Elementary School Boy City of ILAM. Mediterranean Journal of Social Sciences. 6(6), 143-153.
Senses Dinc, G., Cop, E., Tos, T., Sari, E., & Senel, S. (2019). Mothers of 0–3‐year‐old children with Down syndrome: Effects on quality of life. Pediatrics International. 61(9), 865-871.
Shure, M. B. (2000). I Can Problem Solve (ICPS): An Interpersonal Cognetive Problem Solving Program for Children. Residential Treatment for Children & Youth. 18(3), 3-14.
Vlachou, A., Stavroussi, P., & Didaskalou, E. (2017). Problem-solving training: an intervention program for enhancing interpersonal problem- solving skills in children with intellectual disabilities. Hellenic Journal of Psychology. 14(2), 114-138.
 
 
 

Files

History

  • Receive Date: 11 May 2022
  • Revise Date: 23 May 2022
  • Accept Date: 30 May 2022

Share

How to cite

Statistics