Volume 23, Issue 1 (5-2024)
JRUMS 2024, 23(1): 3-16 |
Back to browse issues page
Ethics code: IR.PNU.REC.1401.272
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Mashalpourfard M. The Effect of Vocational Training on Social Skills and Cognitive Abilities of Educable Mentally Retarded Male Students: A Quasi-Experimental Study. JRUMS 2024; 23 (1) :3-16
URL: http://journal.rums.ac.ir/article-1-7175-en.html
URL: http://journal.rums.ac.ir/article-1-7175-en.html
Assistant Professor, Faculty of Educational sciences and Psychology, Payame Noor University, Tehran, Iran
Abstract: (465 Views)
Background and Objectives: Mental retardation refers to a type of disability that is identified before the age of 17 due to a significant limitation of a person's cognitive functions, social skills, and compromise. Vocational training and career counseling, by guiding and developing the abilities of mentally retarded people, nurture them for an independent and compatible life in a way that they have a suitable job environment according to their abilities and talents. The current research was conducted with the aim of determining the effect of vocational training on social skills and cognitive abilities of educable mentally retarded male students.
Materials and Methods: The current research was a quasi-experimental study with a pre-test and post-test design with a control group. The statistical population was all male students aged 13-17 years old with educational disabilities in Ahvaz City in 2021-2022. Sampling was done by multi-stage random method and 30 male students were randomly assigned to an experimental group (15 people) and a control group (15 people). The students of the experimental group received a professional training program for 45 minutes in 20 sessions, and the control group did not receive any intervention. Data were collected using Gresham and Elliot’s Social Skills Scale Tools and Nejati’s Cognitive Abilities Questionnaire and were analyzed by multivariate analysis of covariance (MANCOVA).
Results: The results showed a significant increase in the average score of social skills and cognitive abilities in the experimental group compared to the control group in the post-test phase (p<0.001). Also, the largest effect size was related to the variable of social skills (0.667).
Conclusion: The present study showed that the intervention based on the educational profession was effective on the social skills and cognitive abilities of the mentally retarded students. Therefore, using the educational methods can be helpful in improving the fuctional characteristics of these people.
Key words: Vocational training, Social skills, Cognitive abilities, Educable mentally retarded
Funding: This study did not have any funds.
Conflict of interest: None declared.
Ethical Considerations (Code of Ethics): The Ethics Committee of Payam-e-Noor University approved the study (IR.PNU.REC.1401.272).
Authors Contributions
- Conceptualization: Marzieh Mashalpourfard
- Methodology: Marzieh Mashalpourfard
- Data Curation: Marzieh Mashalpourfard
- Formal Analysis: Marzieh Mashalpourfard
- Supervision: Marzieh Mashalpourfard
- Project Administration: Marzieh Mashalpourfard
- Writing – Original Draft: Marzieh Mashalpourfard
- Writing – Review & Editing: Marzieh Mashalpourfard
Materials and Methods: The current research was a quasi-experimental study with a pre-test and post-test design with a control group. The statistical population was all male students aged 13-17 years old with educational disabilities in Ahvaz City in 2021-2022. Sampling was done by multi-stage random method and 30 male students were randomly assigned to an experimental group (15 people) and a control group (15 people). The students of the experimental group received a professional training program for 45 minutes in 20 sessions, and the control group did not receive any intervention. Data were collected using Gresham and Elliot’s Social Skills Scale Tools and Nejati’s Cognitive Abilities Questionnaire and were analyzed by multivariate analysis of covariance (MANCOVA).
Results: The results showed a significant increase in the average score of social skills and cognitive abilities in the experimental group compared to the control group in the post-test phase (p<0.001). Also, the largest effect size was related to the variable of social skills (0.667).
Conclusion: The present study showed that the intervention based on the educational profession was effective on the social skills and cognitive abilities of the mentally retarded students. Therefore, using the educational methods can be helpful in improving the fuctional characteristics of these people.
Key words: Vocational training, Social skills, Cognitive abilities, Educable mentally retarded
Funding: This study did not have any funds.
Conflict of interest: None declared.
Ethical Considerations (Code of Ethics): The Ethics Committee of Payam-e-Noor University approved the study (IR.PNU.REC.1401.272).
Authors Contributions
- Conceptualization: Marzieh Mashalpourfard
- Methodology: Marzieh Mashalpourfard
- Data Curation: Marzieh Mashalpourfard
- Formal Analysis: Marzieh Mashalpourfard
- Supervision: Marzieh Mashalpourfard
- Project Administration: Marzieh Mashalpourfard
- Writing – Original Draft: Marzieh Mashalpourfard
- Writing – Review & Editing: Marzieh Mashalpourfard
Type of Study: Research |
Subject:
Psychiatry
Received: 2023/10/16 | Accepted: 2024/04/3 | Published: 2024/05/21
Received: 2023/10/16 | Accepted: 2024/04/3 | Published: 2024/05/21
References
1. Hazarika M. The effectiveness of psychosocial and vocational training for mentally challenged in a day care centre. JRCP 2020; 1(2): 56-65.
2. Dossal S, Dossal F, Saleem S. Effect Of Strukcherd Vocational Skill Training On Socialization And Personal Development Of The Intellectually Challenged. JEOS 2022; 5(4): 44-56.
3. Suresh A, Santhanam T. A study of vocational skills of people with mild and moderate MR. APDRJ 2018; 13(2): 125-32.
4. Chowdur R, Dharitri R, Kalyanasundaram S, Suryanarayana RN. Efficacy of psychosocial rehabilitation program: the RFS experience. IJP 2016; 53: 38-45.
5. Ganji M. Psychology of exceptional children. Second edition, Tehran, Savalan publication, 2023: pp. 78-80.
6. Downing JE. Including students with severe and multiple disabilities in typical classrooms: practical strategies for teachers. 3rd ed Baltimore (MD): Brookes Publishing, 2018: pp. 62.
7. Brooks BA, Floyd F, Robins DL, Chan WY. Extracurricular Activities and the Development of Social Skills in Children with Intellectual and Specific Learning Disabilities. JOIDR 2015; 59)7): 68-87.
8. Fadhi A, Ramanda P, Sulihat T. Developing the Skills of Mentally Retarded Children Through Career Guidance. IJOP 2023; 1(1): 1-6.
9. Rahimi Moghadam Koche S, Yousefi Tabatabai M. Investigating the effect of the vocational training process in reducing depression among boys and girls with intellectual disability. WAFS 2018; 10(37): 25-43. [Farsi]
10. Mahasneh OM, Farajat AM. The Effectiveness of a Training Program Based on Practice of Careers in Vocational Interests Development. JOEPA 2015; 6)26): 41-55. [Farsi]
11. Rasmusson A, Albækb K, Lindc P, Myrberg M. Cognitive Foundation Skills Following ocational Versus General Upper-Secondary Education: A Long-Term Perspective. Scandinavian JOER 2019; 63(7): 98-106.
12. Schuiringa H, van Nieuwenhuijzen M, Orobio de Castro B, Matthys W. Executive functions and processing speed in children with mild to borderline intellectual disabilities and externalizing behavior problems. CNPJ 2017; 23: 42-62.
13. Akrami L, Mirzamani S, Daumesh A, Mohammadi M. Biglerian Comparison of puberty problems of mentally retarded teenage girls with normal teenage girls. ROEC 2011; 7(4): 467-92.
14. Akhyar T. Layanan Bimbingan Kelompok Bidang Karir Bagi Anak Berkebutuhan Khusus (Tunagrahita Ringan) Di SLB Negeri Kandangan. JIBDK 2020; 2(1): 41-8.
15. Aghaeinejad M, Chorami M, Ghazanfari A, Sharifi T. Effectiveness of timely parent- centered intervention based on the model of incredible years on the adaptive behavior of mentally retarded children. QOPOEI 2020; 9(36): 101-20. [Farsi]
16. Safari A, Deyreh E. Factors affecting the social skills in the curriculum of mentally retarded students from the viewpoints of educational managers. RIJM 2021; 9(1): e504. [Farsi]
17. Asfajir A, Khatibi F. The standardization of Gresham and Eliot's social skills grading system for children. SAJOP 2016; 5(17): 77-96. [Farsi]
18. Rezaei S, Eftekhari Saadi Z, Hafezi F, Heydarei A. Development Of Early Intervention Program Based On Executive Functions And The Study Of Its Effectiveness On Social Performance Of Children With Intellectual Disability. MJOMUMS 2019; 62(5): 275-87. [Farsi]
19. Freeman J. Giftedness in the Long Term, Professor. JFEOG 2006; 29(4): 384-403.
20. Alavi SH, Savoji AP, Amin F. The effect of social skills training on aggression of mild Mentally Retarded Children. PSBS 2013; 84: 66-70. [Farsi]
21. Folkman S, Cohen HL. An examination of the contribution of interactive peer play to salient classroom. CFUHSCPIS 2009; 41: 323-8.
22. Cook CR, Gresham FM, Kern L, Barreras RB, Thornton S, Crews SD. Social skills training for secondary students with emotional and/or behavioral disorders: A review and analysis of the meta-analytic literature. JOEBD 2008; 16(3): 131-44.
23. Barzegar Bafroei M, Gadham Puro E, Gholamrezaei S. Investigating the relationship between cognitive abilities and mindfulness with teachers' wisdom: the mediating role of positive emotions. JRIES 2021; 15(52): 88-99. [Farsi]
24. James J. Caffeine and cognitive performance: Persistent methodological challenges in caffeine research. PBB 2014; 124: 117-22.
25. Lee SY, Lee JY, Han SY, Seo Y, Shim YJ, Kim YH. Neurocognition of aged patients with chronic tinnitus: Focus on mild cognitive impairment. JCAEO 2020; 13(1): 8-15.
26. Malekpour M, Nesai Moghada B. The effect of sand play on the cognitive development of mentally retarded children. JCBSR 2014; 1(6): 143-51. [Farsi]
27. Morten VW, Hulstrup AM, Hertz J, Bonde JP. Sleep and Cognitive Failures improved by a Three-Month Stress Management Intervention. IJOSM 2010; 17(3): 193-213.
28. Amin T, Ghanbari Hashem Abadi BA, Mashhadi A. The effectiveness of professional skills training on skills Social skills and adaptive behavior of adolescents and boys with developmental disabilities. JRCPC 2019; 14(2): 35-56. [Farsi]
29. Jenkins LN, Demaray MK, Fredrick SS, Summers KH. Associations among middle school students’ bullying roles and social skills. JOSV 2016; 15(3): 259-78.
30. Delavar A. applied probabilities and statistics in psychology and educational sciences. 30th printing turn. Tehran. Rosh Publications. 2021: pp. 98.
31. Bostani Mavi Ghader, Akbari Bahman, Kiamarsi Azar. Effectiveness of Positive Psychotherapy on Systolic and Diastolic Blood Pressure and Psychological Well -Being of Women with Hypertension: A Quasi -Experimental Study. J Rafsanjan Univ Med Sci 2023; 22(9): 999-1014. [Farsi]
32. Gresham FM, Elliott SN. The Social Skills Rating System. Circle Pines 1990; MN: American Guidance Service.
33. Shahim S. Validity and reliability of social skills rating scale in preschool children. IJPCP 2005; 41(2): 176-86. [Farsi]
34. Nejati V. Cognitive Abilities Questionnaire: design and evaluation of psychometric properties. JACS 2013; 15(2): 10-8. [Farsi]
35. Ghasemian H, Mahalla R. The effectiveness of vocational training according to the model of the welfare organization in the cognitive ability, self-regulation and self-efficacy of the mentally-physically disabled. PSAES 2015; 2(4): 175-88. [Farsi]
36. Khanzadeh J, Yaghoobnezhad S. Studying the social skills of students with special needs in the work environment. JOEE 2010; 14(5): 4-17. [Farsi]
37. Aghaeinejad M, Chorami M, Ghazanfari A, Sharifi T. Effectiveness of timely parent- centered intervention based on the model of incredible years on the adaptive behavior of mentally retarded children. QOOEI 2020; 9(36): 101-20. [Farsi]
38. Baianzadeh A, Arjmandi Z. The Effect of Social Skills Training on Adaptive Behavior of Mentally Retarded Children. IJPCP 2013; 23: 27-34. [Farsi]
39. Jalilabkenar S, Ashoori M, Pourmohamadrezatajrishi M. Investigation of the effectiveness social competence instruction on the adaptation behavior in boy students with intellectual disability. JOR 2013; 13(5): 104-13. [Farsi]
40. Verri A, Kaltcheva D, Vallero E, Moglia A, Fea F. Supported employment of subjects with mental retardation in Pavia province. JOVR 2014; 21(1): 49-54.
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
