CE  Vol.3 No.8 , December 2012
Study of the Effectiveness of Social Skills Training on Social and Emotional Competence among Students with Mathematics Learning Disorder
ABSTRACT
Introduction: the objective of the study was to determine the effectiveness of life skills training on social and emotional competence of students with mathematics learning disorder. Materials and Methods: in this study, 40 students with mathematics learning disorder were randomly selected in two groups including experimental and control. Key math test and Felner social competence questionnaire were used for data gathering. Intervention group was trained by life skills in eight sessions within one month. At the same time, control group was not trained. The students of both groups filled Felner social competence questionnaire before and after training. Then, the data were analyzed by multi-variant variance analysis test. Findings: the results showed that life skills training significantly improved social and emotional competence among the students with mathematics learning disorder. Conclusion: life skills training improved social and emotional competence among the students with mathematics learning disorder and can be used as an appropriate approach for the improvement of children’s social and emotional competence in learning disorder schools.

Cite this paper
Momeni, S. , Barak, M. , Kazemi, R. , Abolghasemi, A. , Babaei, M. & Ezati, F. (2012). Study of the Effectiveness of Social Skills Training on Social and Emotional Competence among Students with Mathematics Learning Disorder. Creative Education, 3, 1307-1310. doi: 10.4236/ce.2012.38191.
References
[1]   Akerman, P. T., Elardo, P. T., & Dvhman, R.A. (1979). A psychosocial study of hyperactive and child psychology. Child Psychology, 7, 91- 99.

[2]   Bruno, R. M. (1981). Interpretation of pictorial presented social situations by learning disabled and normal children. Journal of Learning Disables, 14, 350-352. doi:10.1177/002221948101400617

[3]   Bryan, T. (1998). Social competence of students with learning disabilities. In B. Wong (Ed.), Learning about learning disabilities (2nd ed.) (pp. 454-466). San Diego: Academic Press.

[4]   Bryan, T. H., Werner, M., & Pearl, R. (1982). Learning disabled students conformity responses to prosoetul and amtsocial situations. Learning Disability Quarterly, 5, 344-352. doi:10.2307/1510916

[5]   Cowen, E. L., Pederson, A., Babigtan, H., Lzzo, L. D., & Trost, M. A. (1973) Long-term follom up of early detected vulnerable children. Journal of Consulting and Clmcal Psychologs, 41, 438- 446.

[6]   Forneris, T., Danish, S. J., & Scott, D. L. (2007). Setting goals, solving problems and seeking social support. Pubmed Adolescence, 42, 103- 114.

[7]   Gresham, F. M. (1981) Social kills traning with handcapped children. Review of Educational Research, 51, 139-176.

[8]   Hajamini, Z. et al. (1999). The study of the effects of social skills training on teenagers’ emotional responses. Journal of Behavior Science, 3, 263-269.

[9]   Hazel, J. S., schumaker, J. B., Sherman, J. A., & Sheldon, J. (1982). Applications of a group training program in social skills and problem solving to learning disabled and non-learning disabled youth. Learning Disability Quarterly, 5, 398-408. doi:10.2307/1510923

[10]   Hazel, J. S., Schumaker, J. B., Sherman, J. A., & Sheldon-Wildgen, J. (1981). ASSET: A social skills program for adolescents. Champoign, IL: Research press.

[11]   Hontington, D. D. (1993). Adolescent with learning disability at risk? Emotional well being depression, subside. Journal of Learning Disability, 26, 159-166. doi:10.1177/002221949302600303

[12]   Kahrazi, F., Azadfallah P., & Alahyari, A. (2004). The study of effectiveness of problem-solving skills training in mitigating students’ depression. Journal of Psychology, 7, 120-142.

[13]   Kavanagh, J. F., & Truss, T. J. (1988). Learning disabilities. In Proceedings of the national conference (P. 546). Parkton, MD: York.

[14]   La Greca, A. M., & Mesibov, G. B. (1981) Facilitaing interpersonal functioning with peers in learning disabled children. Journal of Learning Disabilites, 14, 197- 199.

[15]   Larson, K. A., & Gerber, M. M. (1987). Effects of social metacognitive training for enhancing overt behavior in learning disabled and low achieving delinquents. Exceptional Children, 54, 201-211.

[16]   McClelland, M. M., & Morrison, F. J. (2003). The emergence of learning related social skills in preschool children. Early Childhood Research Quarterly, 81, 206-224.

[17]   McClellanda, M. M., Morrisona, F. J., & Holmes, D. L. (2000) Children at risk for early academic problems: The role of learning-related social skills. Early Childhood Research Quarterly, 15, 307-329.

[18]   Meadus, R. G. (2007). Adolescents coping with mood disorder: A grounded theory study. Journal of Psychiatric and Mental Health Nursing, 14, 209-217

[19]   Merz, M. A. (1985). Social skills training with learning disabled children. Dissertation, Ann Arbor: University Microfilms International.

[20]   Nabors, L. A. (2000) Qualitative evaluation of a high school mental health program. Journal of Youth and Adolescence, 29, 1-13.

[21]   Northcutt, T. E. (1987). The impact of a social skills training program on the teacher-student relationship. Doctoral dissertation, College Park, MD: University of Maryland.

[22]   Roff, M., Sells, S. B., & Golden, M. M. (1972). Social adjustment and personality development in children (pp. 63-78). Minneapolis: University of Minnesota Press.

[23]   Schumaker, J. B., & Ellts, E. (1982). Social skills training of LD adolescents: A generalization study. Learning Dsability Quarter, 5, 409- 414.

[24]   Turner, K. M. T., Markie-Dadds, G., & Sandrs, M. R. (2002). Facilitator’s manual for group triple P. Brisbane: Triple P International.

[25]   Ulman, C. A. (1957). Teachers, peers, and test, as predictors of adjustment. Journal of Educational Psychology, 48, 257-267 ,.

[26]   White, W. J., Schumaker, J. B., Warner, M. M., Alley, G. R., & Deshler, D. D. (1980). The current status of young adults Identified as learning disabled during their school career. Lawrence, KS: University of Kansas, Institute for Research in Learning Disabilities.

[27]   WHO (1998). Life skills training program. Tehran: Health and Addiction Prevention Unit.

 
 
Top