The Effectiveness of Social Skills Training on Self-Regulation in Children with Learning Disorders

Abstract of the article on the effectiveness of social skills training on self-regulation in children with learning disorder

Objective: The aim of this study was to examine the effectiveness of social skills on self-regulation in children with specific learning disorder, using a quasi-experimental research method with a pre-test/post-test design involving an experimental group and a control group. Method: The statistical population included 30 primary school students who had been referred to the learning disorder center in Semnan during 2019–2018. They were selected randomly and matched into two groups: an experimental group and a control group. Data collection instruments in this study included the Revised Wechsler Intelligence Scale for Children (1949), the Student Rating (initial diagnosis of children with learning disorders) by Michael Bash (1971), and self-regulation by Miller and Brown (1999). The training program in this study consisted of 12 two-hour sessions, conducted for the experimental group based on the content of the social skills training program. For analyzing the collected data from the test, analysis of covariance (ANCOVA) was used. Results: The findings showed that the effectiveness of social skills on self-regulation in children with specific learning disorder was significant at the 0.05 level. Conclusion: The findings of this study indicate that training in social skills leads to improved self-regulation in students with specific learning disorder.