social skills

Improving the social skills of learners related to the curriculum and how to teach is one of the challenges faced by educators in the education system. The present research examined the effectiveness of two curricula, Montessori and Malagasy on social skills. The research method was semi-experimental with a pre-test-post-test design with experimental groups one and two. The statistical population of the first elementary children of Toos Mashhad region and its sample number of 60 people were selected in three experimental groups of 20 students (1 and 2 group) and the control group. The social skills questionnaire of Mattson et al(2002). was used as a pre-test and post-test research tool. The training protocol was prepared according to the theoretical foundations of Montessori and Malagasy and after the approval of the experts, it was implemented in thirteen training sessions. For the probability test, univariate covariance (ANCOVA) and Bonferroni's post hoc test were used. The findings showed that the Montessori educational method has an effect on the social skills of first grade children. Also, the Malagasy educational method with an effect an effect on the social skills of first grade children, but the Malagasy method was more effective on social skills than the Montessori experimental group. It is suggested that teachers should consider Montessori and Malagasy educational programs to improve communication skills.

The aim of the present study was to determine the effectiveness of training executive functions on the social skills of students with intellectual disabilities. The study method was a semi-experimental type of pre-test and post-test with a control group. The statistical population of the present study was all students with intellectual disabilities of Babak exceptional school in the academic year of 2023- 2024 The sample of the study was the available sampling method of eligible children who entered the study and were randomly assigned to two experimental (15 people) and control (15 people) groups. All 30 people (15 people in the control group and 15 people in the experimental group) of students with intellectual disabilities were evaluated using the Gresham and Elliott Social Skills Scale (SSRS). Then, the experimental group received the training program of executive functions individually and in person in 16 sessions of 45 minutes for 2 and a half months (2 days a week), but the control group was not exposed to the training program of executive functions. Data were analyzed by univariate and multivariate analysis of covariance using SPSS software version 24. The results showed that the executive functions training program on social skills (F=46.50, p<0.001,=0.63) and social skills subscales such as cooperation (F=21.77,=0.46, p<0.001), courage (F=36.14, p<0.001,=0.59)  and self-control (F=38.78 ,=0.60, p<0.001) had a significant effect. The findings of the present study indicated that the executive functions training program improves social skills in students with intellectual disabilities. Therefore, it is suggested that in exceptional schools, therapists and trainers provide the basis for improving the social skills of these students by placing executive functions training program in the training program of mentally challenged students.

The purpose of present study was to effectiveness of Adlerian play therapy in reducing externalizing behavioral problems and improving social skills in students with specific learning disorders. This was a quasi-experimental study with a pretest-posttest with a control group design. The statistical population included all primary school students with specific learning disabilities in Ahar city in 1402, of which 30 were recruited by purposeful sampling method, and randomly assigned to an experimental (15 individuals) and a control group (15 individuals). The experimental group underwent Adlerian play therapy intervention for eight sessions. The control group did not receive any intervention. Assessments before and after the intervention were done with the Achenbach Child Behavior Problems Scale-Parent Form (1999) and Matson Social Skills Measurement Scale (1983) in both groups. The results of univariate covariance analysis indicated that Adlerian play therapy has reduced externalizing behavioral problems (P<0.001) and improved social skills (P<0.001) in students with specific learning disabilities. Considering the effectiveness of play therapy with the Adlerian approach in increasing life skills and reducing externalizing problems in children with specific learning disorders, this treatment approach can be used to reduce the issues of these students in rehabilitation centers and schools.

It is essential to focus on the growth of children, who are significant human assets, during their educational development. A key aspect of this development is social-emotional growth (Khajapour Firouzabadi et al., 2014; Nadipour & Aghamohamadi, 2021; Zeinali Dehrajbi & Ashori, 2022). Socialemotional competence and school adjustment are vital indicators of children’s development (Behnam, 2019; Denham et al., 2009; Fathi et al., 2015). Defined by Malti and Perren (2011), social-emotional competence comprises skills that allow individuals to meet their needs while considering others’, with subcategories including self-awareness, social awareness, relationship management, responsible decision-making, and self-control. This competence contributes to school adjustment (Alwaely et al., 2020), which measures students’ success in adapting to the school environment, encompassing social, emotional, and academic components (Chen et al., 2019). Studies demonstrate that social-emotional competence and school adjustment are crucial for children’s performance, well-being, and quality of life. Teaching social skills is one educational method to enhance these areas. Social skills involve behaviors like cooperation, responsibility, empathy, self-restraint, and selfreliance. An indirect method of teaching social skills is through the arts, which can effectively communicate educational content due to their beauty, abstraction, and child-centered nature. Artistic activities not only allow self-expression but also foster acceptance, competence, adaptation, and skill strengthening (Zat Levineh & Khalesi, 2016). Despite various art education approaches, many experts favor the disciplinebased art education (DBAE) approach (Ghaffari et al., 2017; Kazempour et al., 2008; Mehrmohammadi, 2014). DBAE posits that art should be an independent curriculum subject, aligning with student development and ensuring learning tasks are meaningful. This study employed the DBAE approach to assess its effectiveness in promoting social-emotional competence and school adjustment. Given the significance of evaluating educational programs on children’s development, this study aimed to determine the impact of DBAE-based social skills instruction on enhancing social-emotional competence and school adjustment in elementary students. The tested hypotheses were: 1. DBAE-based social skills teaching positively affects primary students’ social-emotional competence. 2. DBAE-based social skills teaching positively influences primary students’ school adjustment.

The study employed a quantitative experimental approach, utilizing a pretest-posttest design with a control group. The research population comprised all school-aged children (8-12 years old) in Tehran’s 11th district in 2022. A sample of 36 girls and boys was selected by convenience sampling method from a community center in the same district. Participants were matched based on social skills, age, and gender, then randomly assigned to either the intervention group (n=18) or the control group (n=18). The instruments used in the study included the Gresham and Elliot (1990) Social Skills Questionnaire (parent and child versions), the Zhou and Ee (2012) Students’ Social-Emotional Competence Questionnaire, and the Sinha and Singh (1993) Students’ School Adjustment Questionnaire. Over the course of two months and ten days, the intervention group participated in a group training program focusing on social skills through an artistic approach, spanning 21 sessions. The control group did not receive any training.

Data analysis was conducted using multivariate and univariate analysis of covariance via SPSS-21. The univariate analysis revealed that, after controlling for pre-test effects, the educational intervention significantly impacted the total scores of both the social-emotional competence and school adjustment variables. Postintervention, the experimental and control groups exhibited significant differences in these areas. Furthermore, the multivariate analysis, considering the discriminant eta squared for each subscale of social-emotional competence and school adjustment, confirmed that the observed changes were attributable to the independent variable. Thus, the instruction of social skills through an artistic approach markedly influenced the components of social-emotional competence and school adjustment.

This study explored the impact of (DBAE) on enhancing social-emotional competence and school adjustment in elementary students. The findings indicate that the DBAE approach to social skills training significantly improved students’ social-emotional competence, including selfawareness, social awareness, self-management, relationship management, and responsible decision-making, as well as school adjustment, encompassing social, emotional, and academic dimensions. Addressing the first hypothesis, it appears that DBAE not only fosters artistic skills but also strengthens social-emotional competencies due to the creative and expressive opportunities it provides. This approach has been positively evaluated for its effectiveness in enhancing these competencies and facilitating the creation of art. As per Teodoro et al. (2005) and Short (2006), social skills acquisition is central to social development, relationship building, interaction quality, mental health, and social-emotional competence. These skills lead to positive social interactions, disciplined behavior, timely conversation initiation, and adaptability. Regarding the second hypothesis, the artistic approach to teaching social skills has proven to enable students to better understand themselves and others, heighten their environmental and interpersonal sensitivity, and foster a cooperative atmosphere. This conducive environment promotes collaboration (Arefi Sheikh et al., 2022), supporting the study’s scientific rationale for the DBAE approach’s effectiveness in improving students’ social-emotional competence and school adjustment.

The purpose of the present study was to investigate the effect of generative learning teaching based to pattern cognitive Load on the memorization math of 7th grade students of in the academic year of 2021- 2022. The research method is quasi-experimental with pre-test and post-test with four groups: two control group and two experimental groups. The statistical population of the study consisted of all 7th grade male and female students of District 2 of Mashhad city that 112 person sample was selected by single stage cluster sampling method. The subjects in the experimental group involved in generative learning based to cognitive Load in 16 sessions and the control group did not receive any interventions. The research instrument consisted of a 20-questions researcher-made test. To analyze the obtained data, Multivariate analysis of covariance and SPSS version 24 software were used. The results showed that generative learning teaching based to approach cognitive Load have a positive and significant effect on 7th grade students' memorization math. Based on the findings, it can be concluded that one of the effective training on math memorization students is the use of generative learning on the based load cognitive pattern.

The present study was conducted to investigate the effectiveness of teaching the Picture Exchange Communication System (PECS) on mothers’ stress and its effectiveness on the child-parent relationship, communication and social skills of slow-paced non-speaking children. The current study was a single-subject quasi-experimental type with an A-B design. The statistical population of the present study was made up of all slow-paced non-speaking students in Shahrood city studying in the academic year 2021-2022 which was obtained using available sampling method, and finally 3 children were selected (one male and two female students). The sample group was subjected to the educational program of the Picture Exchange Communication System (PECS) for 18 sessions. The tools of this research included Age and Stages Questionnaire (ASQ-3), Gilliam Autism Rating Scale (GARS-3), Child-Parent Relationship Questionnaire (CPRQ) and Parental Stress Questionnaire (PSS). The data were presented in the form of tables, graphs and descriptive reports. The findings showed that in the stages of post-test 1, post-test 2 and follow-up (one month apart), the educational program was effective on the child-parent relationship, communication and social skills of slow-paced non-speaking children and their mothers’ stress level. It can be concluded that the educational program of the Picture exchange communication system is effective on social and communication skills, so it is necessary that the educational program of the Picture exchange communication system receives the attention of therapists and researchers.

The purpose of the present study was to investigate the effectiveness of parent-child Interaction therapy based on Eyberg’s approach on the anxiety and social skills of children with intelligence and developmental disability. The method of this study was the single subject, in three stages of baseline, intervention and follow-up. The statistical population included all mothers having children with intellectual and developmental disability and their children in Isfahan city, from among them,, 3boys were selected by purposive sampling method. Before implementing the intervention, the participants were evaluated 3times using Spence's preschool anxiety scale(PAS) and Matson's social skills questionnaire(MESSY). Then, the Eyberg's mother-child interaction therapy was performed for them in 15 sessions of 45 minutes, and during the sessions, they were evaluated 6 times using the mentioned tools. Moreover, after the end of the session, in order to check the durability of the intervention, they were evaluated 3more times. Finally, the data was analyzed using the method of visual analysis and effect size. The findings indicated that the anxiety of all three subjects decreased compared to the baseline and their social skills increased compared to the baseline. So that the effect size of the anxiety variable was reported for the first to third subject 1.62, 1.41 and 1.63 . In the variable of social skills, the effect size was reported 1.11, 1.47 and 0.58, respectively. Therefore, the results suggest that the parent-child Interaction therapy based on Eyberg’s approach can be used to improve children's anxiety and social skills by intelligence and development.

The present study was conducted to investigate the effectiveness of teaching the Picture Exchange Communication System (PECS) on mothers’ stress and its effectiveness on the child-parent relationship, communication and social skills of slow-paced non-speaking children. The current study was a single-subject quasi-experimental type with an A-B design. The statistical population of the present study was made up of all slow-paced non-speaking students in Shahrood city studying in the academic year 2021-2022 which was obtained using available sampling method, and finally 3 children were selected (one male and two female students). The sample group was subjected to the educational program of the Picture Exchange Communication System (PECS) for 18 sessions. The tools of this research included Age and Stages Questionnaire (ASQ-3), Gilliam Autism Rating Scale (GARS-3), Child-Parent Relationship Questionnaire (CPRQ) and Parental Stress Questionnaire (PSS). The data were presented in the form of tables, graphs and descriptive reports. The findings showed that in the stages of post-test 1, post-test 2 and follow-up (one month apart), the educational program was effective on the child-parent relationship, communication and social skills of slow-paced non-speaking children and their mothers’ stress level. It can be concluded that the educational program of the Picture exchange communication system is effective on social and communication skills, so it is necessary that the educational program of the Picture exchange communication system receives the attention of therapists and researchers.

The purpose of this research was to investigate the effectiveness of parent-child play therapy on self-esteem, social skills, and academic performance in Students with Attention-Deficit/Hyperactivity Disorder (ADHD). The research method was semi-experimental with a pre-test-post-test design with a control group. The statistical population of the research included all Students with Attention Deficit/ Hyperactivity Disorder of the second period of Isfahan City in the academic year 2023-2024, of which 30 people (19 male students and 11 female students) were selected by convenience sampling method based on the entry criteria. They were randomly divided into experimental and control groups (15 people in each group). In order to collect information, Eysenck self-esteem inventory (ESI), social skills questionnaire (SSQ) and academic performance questionnaire (APQ) were used. The experimental group received 10 90-minute sessions of the parent-child play therapy program and the control group did not receive any program. To analyze the findings, univariate covariance analysis was used using SPSS-23 statistical software. The results showed that play therapy had a significant effect on increasing the level of self-esteem, social skills, and academic performance of Students with Attention Deficit/ Hyperactivity Disorder (P<0.05). Therefore, it is suggested that specialists provide a basis for improving the self-esteem, social skills and academic performance of these children by establishing a parent-child play therapy training program.

Social skills are among the important and fundamental skills that contribute to the progress and improvement of an individual's quality of life. The aim of this research is to investigate the influence of Joubert's stories on the social skills of elementary school students in Kermanshah City. This study is semi-experimental research using a pretest-posttest design with a control group. The population of this research consists of all elementary school students in District One of Kermanshah City who were studying in the academic year 2021-2022. Two classes from two different schools were randomly selected,  each class consisting of 15 students. One group was assigned as the experimental group, and the other group was assigned as the control group. The research instrument was the Matson Social Skills Questionnaire, and the storybooks were selected from the French author Claire  Joubert and were translated into Persian. Both the experimental and control groups underwent a pretest, followed by an intervention of storytelling sessions for the experimental group over a period of two months and eight sessions. Finally, a posttest was administered to both groups. The results were analyzed using covariance analysis, which showed that Claire Joubert's stories have an impact on enhancing the social skills of elementary school students, including the growth of social skills and skills related to avoiding antisocial behaviors.

Using educational animations can help develop students' social skills due to their attractive and eloquent content.Considering that animations have individual characters, students can be inspired by the behaviors of animation characters and apply positive behaviors in their social relationships. In this study, the effect of educational animations on children's social skills was investigated. The current research was conducted in terms of the purpose of applied research and in terms of the research method, it was semi-experimental and using a pre-test-post-test design with a control group. The statistical population of the present study was the students of Arhashim School in Tehran, 60 of whom were randomly selected from the statistical population based on the entry and exit criteria using available sampling method and divided into two experimental groups (n=30) and control group (n=30). were assigned The experimental group was subjected to educational animation program during 8 sessions once a week and the control group did not receive any intervention. All participants completed Matson's social skills questionnaire in two stages before and after the implementation of educational animations.The data obtained from the implementation of the research were analyzed by comparing the average of two independent societies and using SPSS software.The results of the research hypothesis test showed that the use of educational animations has a significant effect on the different dimensions of social skills of students. The use of educational animations has a significant effect on appropriate social behavior and reducing antisocial behavior of students. The use of educational animations has a significant effect on reducing students' aggressiveness and impulsive behavior, as well as students' selfconfidence. Finally, the use of educational animations has a significant effect on students' communication with their peers.

Weaknesses in children’s social skills could lead to a number of problems during the adulthood. Aimed at reducing such problems through elimination of those weaknesses by engaging preschoolers in group games, in the present study a sample of 30 preschoolers with weak social skills were randomly placed in two groups of equal size, one of which went through 10 sessions of group games in 5 weeks. The analysis of the collected data revealed a significant improvement (p<0.05) in the group’s social skills, as they exhibited appropriate social skills, avoided anti-social behaviors such as aggression and supremacy, and improved their relationships with their peers. Thus those dealing with children are recommended to use group games, alongside other interventions, to correct and improve children’s social skills.

The aim of this research is to investigate the effectiveness of Claire Jobert's stories and participation in the research circle on the development of social skills in elementary school students in Kermanshah Iran. The research method employed a semi-experimental design with a pretest-posttest control group. The population of this study consisted of all students in the district one of elementary school in Kermanshah County who were studying in the academic year 1400-1401. The sample included two groups of 15 students each from two different classes in two schools, randomly assigned to the experimental and control groups. The research instruments included the Matson Social Skills Questionnaire .Both pretest and posttest were administered to both the experimental and control groups. Subsequently, the experimental group underwent storytelling sessions for two months across 8 sessions. At the end of the intervention, posttests were administered to both groups. The results, analyzed using analysis of covariance (ANCOVA), indicated that Claire Jobert's stories have a significant impact on improving the social skills of students. There is a significant difference between the experimental and control groups in skills related to avoiding aggression, skills related to avoiding superiority, and skills related to establishing appropriate relationships with peers.

The present study aimed to study the effectiveness of equine-assisted therapy (EAT) on the symptoms of children with Autism spectrum disorders.

The study population included children who were diagnosed as autistic in a rehabilitation center in Tabriz City, Iran during 2017-2018. For this purpose, using a quasiexperimental research design with pre-test and posttest and a control group, 20 children were randomly assigned into two groups (one experimental group and one control group). These two groups of children had been diagnosed with behavioral problems using Gilliam Autism Rating Scale (GARS). The experimental group was trained by horses and the control group did not receive any training. The data were analyzed using multivariate analysis of covariance (MANCOVA).

The results showed that EAT was not effective to improve the communication skills of children with Autism disorder; however, it increased the social skills of children with Autism disorder with an effect of 0.37. EAT influenced the stereotyped behaviors of children with an effect of 0.38.

Due to the fact that autistic children often prefer interactions with objects over interactions with people and respond positively to the presence of non-human living creatures. the positive effects of this treatment on children with autism spectrum can be explained.

The purpose of this research was to analyze the effectiveness of psychological-educational interventions on the social skills of children with autism spectrum disorder in Iran.

This research has investigated the effect size of educational-psychological interventions on the social skills of children with autism spectrum disorder by using the method of meta-analysis or integrating the results of research. Among 34 studies, 15 studies that met the inclusion criteria were meta-analyzed. The research tool was a meta-analysis checklist. The research is based on 361 samples and 15 effect sizes.

The meta-analysis results showed that the effect size of educational-psychological interventions on the social skills of children with autism spectrum disorder was d=1.62. (p=0.001). The effect size according to Cohen's table had a high effect. Also, Yaquti et al.'s research (2017) under the title of design, construction and effectiveness of social animation program on communication and social skills of children with autism spectrum disorder had the highest effect size (2.34) and Heydari et al.'s research (2012) under The effectiveness of the intervention based on applied analysis of behavior on increasing social-communication skills and reducing stereotyped behavior in autistic children has the lowest effect size (0.7).

Considering that one of the most important problems in children with autism spectrum disorder is a deficiency in social skills, therefore, therapists in this area can use interventions that have a greater effect.

Introduction and goal: 

The purpose of this study was to mediate the role of social skills in the relationship between the development of moral judgment and student responsibility.

The purpose of this research was applied and it’s method were correlational. The statistical population of the study included third year high school students in Shiraz. In order to determine the sample size, 150 people were selected using multi-stage cluster sampling method, which was assessed through the distribution of the California Accountability Questionnaire(1987), Matson et al.'s Social Skills Questionnaire(1983), and the Sinha and Varma Ethical Judgment Development Questionnaire(1988). The collected data were analyzed at two levels of descriptive statistics and inferential statistics. At the level of descriptive statistics, mean and standard deviation and at the level of inferential statistics, Pearson correlation coefficient and simple linear regression analysis and hierarchical regression by Baron and Kenny method(1986) were used.

Social skills can be directly predicted by moral judgments; Accountability can be predicted by moral judgments in a positive way; Responsibility can be predicted by social skills in a positive way. Social skills play a significant mediating role in the relationship between ethical judgment and responsibility.

The resulting results indicate the fact that moral judgment is influenced by mental states; So that moral judgment is an important element in the progress and excellence of students. It is suggested that school’s officials and teachers think of measures to increase this category in students to increase responsibility.

The main purpose of this study was to present the casual model of social skills in students with specific learning disorders based on personal intelligence and theory of mind: the mediating role of emotional control.

The research method was descriptive and structural equations. The statistical population included elementary students of the second year with specific learning disorders in Ardabil and Tabriz in the academic year 2021-2022 From this population, 115 students with specific learning disorders were selected by purposive sampling. In the presence of the researcher, they individually answered the questionnaires on personal intelligence, emotional control, Stirman's theory of mind, Matson social skills. Data analysis was performed using structural equation modeling and SPSS software version 23 and SmartPLS version 3.

Based on the results, the causal model of the relationship between the theory of mind, personal intelligence, emotional control, and social skills in students with special learning disabilities was confirmed based on different fitting indices (P< 0.05).

According to these results, holding workshops to promote personal intelligence, adjust and manage social skills of these students by school counselors and psychologists is recommended.