Education, Intellectual Disabilities With Other Behavioral Symptoms
Conditions
Keywords
Child with intellectual disabilities, self-care, socialization
Brief summary
The aim of this study is to examine the effect of self-care education given to children with educable intellectual disabilities on children's self-care skills and school social behaviors. H1a: There is a difference between the mean scores of the children in the experimental and control groups in the "Eating Skills" subscale of the Self-Care Skills Checklist according to time (pretest, posttest, 1st follow-up, 2nd follow-up). H1b: There is a difference between the mean scores of the children in the experimental and control groups on the "Dressing Skills" sub-dimension of the Self-Care Skills Checklist according to time (pretest, posttest, 1st follow-up, 2nd follow-up). H1c: There is a difference between the mean scores of the children in the experimental and control groups on the "Personal Care Skills" sub-dimension of the Self-Care Skills Checklist according to time (pretest, posttest, 1st follow-up, 2nd follow-up). H1d: There is a difference between the mean scores of the children in the experimental and control groups on the "Social Competence" sub-dimension of the School Social Behavior Assessment Scale according to time (pretest, posttest, 1st follow-up, 2nd follow-up).
Detailed description
H1a: There is a difference between the mean scores of the children in the experimental and control groups in the "Eating Skills" subscale of the Self-Care Skills Checklist according to time (pretest, posttest, 1st follow-up, 2nd follow-up). H1b: There is a difference between the mean scores of the children in the experimental and control groups on the "Dressing Skills" sub-dimension of the Self-Care Skills Checklist according to time (pretest, posttest, 1st follow-up, 2nd follow-up). H1c: There is a difference between the mean scores of the children in the experimental and control groups on the "Personal Care Skills" sub-dimension of the Self-Care Skills Checklist according to time (pretest, posttest, 1st follow-up, 2nd follow-up). H1d: There is a difference between the mean scores of the children in the experimental and control groups on the "Social Competence" sub-dimension of the School Social Behavior Assessment Scale according to time (pretest, posttest, 1st follow-up, 2nd follow-up).
Interventions
OTHERACTIVITIES TO LEARN SELF CARE SKILLS
This activity program, which was prepared to develop self-care skills, aims to teach self-care skills of children with intellectual disabilities by having fun. The program was prepared by the educator and finalized after the approval of expert opinions.
Sponsors
Dokuz Eylul University
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
OTHER
Masking
NONE
Intervention model description
pretest-posttest, follow-up control group
Eligibility
Sex/Gender
ALL
Age
6 Years to 10 Years
Healthy volunteers
No
Inclusion criteria
* The child has mild and moderate intellectual disability (Determined by the health reports available at the institution. Children with mild and moderate intellectual disability were included in the study). * Between the ages of 6 and 10 * Volunteering to participate in the study and signing the informed consent form by the child's parent * Following verbal instructions (determined by the reports given as a result of the evaluation conducted by the Guidance and Research Center)
Exclusion criteria
* Physical disability in addition to mental disability * Getting sick or having an attack during work * Illiteracy of parents
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Self-care Skills Checklist Scale | 12 Weeks | Self-Care Skills Checklist Scale developed by Konya (2007) was used to measure children's self-care skills. The Checklist consists of 3 sections. These are Eating Skills (14 items), Dressing Skills (19 items) and Personal Care Skills (9 items). In order to determine the level of development of the skills in the checklist, Very Adequate (5 points), Adequate (4 points), Somewhat Adequate (3 points), Inadequate (2 points), Very Inadequate (1 point) options were used. The minimum score that can be obtained from the scale is 42 and the maximum score is 210. A high score indicates high self-care skills. |
| School Social Behavior Scale | 12 Weeks | It was developed by Kenneth W. Merrell in 1993 in the United States of America as a scale that can be used by classroom teachers or other teachers in K-12 schools (from preschool to high school) to assess individual students. Cognitive-behavioral theory was used in the development of the items. The scale consists of two forms: Form A: Social Competence Form B: Negative Social Behavior Only the Social Competence Form was used in our study. In the final factor analysis of the Social Competence sub-dimension, three factors were identified: Interpersonal Relationships, Self-Control Skills and Academic Skills. The minimum score that can be obtained from the Social Competence form is 32 and the maximum score is 160. A high score indicates that the individual has high social skills. |
Countries
Turkey (Türkiye)
Outcome results
None listed