The effect of storytelling and role playing on learning social skills by teachable mentally retarded children

The present study investigates the effect of storytelling and role playing on learning social skills by teachable mentally retarded children. Te study is a quasi-experimental one, with pre-test, post-test and control group. The sample included 30 children who were assigned randomly to the experimental and control groups. The experimental group experienced a 2.5 months of storytelling along with role playing. Based on t-test results, social skills in experimental group significantly improved.