Social competence of students with learning disability: advantages of verbal self-instructional package

Verbal self-instruction strategy is one of the useful techniques for treating individual with learning disability. The purpose of the present study was to determine the effect of Verbal Selfinstructional Package on the social competence of students with learning disability. The study was done in a quasi-experimental research and pre-test, post-test design with control group. The population included all male students with learning disability who were studying in two learning disability centers of Hamedan City from 3rd grade to 5th grade. The participants included of 40 male students diagnosed with learning disability who were selected through convenience sampling method and were placed in control group and experimental group [20 students in each group]. The verbal Self-instructional Package was held for 8 sessions in a month [2 sessions per week] for experimental group. To collect data, the pre-test and post-test scores of Social Competence Questionnaire were used. The findings of multivariate analysis of covariance showed that Verbal Self-instructional Package significantly affects social competence and it's components; cognitive skills and abilities, behavioral skills, emotional competence and set of motivations and expectations in students with learning disability. Using verbal self-instruction can enhance the social competence of students with learning disability, Thus it is recommended to use this adjusted package in schools and psychological clinics for these students

Effectiveness of Emotional Intelligence Training on Communication Skills in Students with Intellectual Disabilities

Objectives: Emotional intelligence skills begin at home, and with positive interactions with parents and other children. Parents can help children recognize their emotions, name them, and learn how to respect their feelings and adapt to social situations. The aim of the present study was to investigate the effectiveness of emotional intelligence training on the communication skills of students with intellectual disabilities.

Methods: This study was quasi-experimental, with a pre-test, post-test design and a control group. The sample consisted of 32 educable students with intellectual disabilities [14-18 years old].

Results: The results showed that the intervention program had created a significant difference between the scores of the experimental and control groups [P<0.05], and that the scores for communication skills were increased, both post-test and also in the experimental group follow-up [P<0.05].

Discussion: Emotional intelligence training enhanced the communication skills of students with intellectual disabilities. Teachers, professionals, and clinicians could use these training in their practices.

Keywords: emotional intelligence, communication skills, intellectual disability

Validity and reliability of General Evaluation Tool for Clinical Training in Rehabilitation disciplines

Objectives: One of the problems in the process of assessment and evaluation, especially the evaluation of clinical training in rehabilitation disciplines, is the lack of an appropriate instrument for this purpose. Considering the effects of appropriate evaluation on quality assurance of clinical training, the aim of the present study was to design a valid and reliable tool for general evaluation of clinical training in rehabilitation disciplines.

Methods: This study was carried out initially by literature review and then by holding a focus group discussion with the trainers and mentors of rehabilitation clinics whom were recruited by convenient purposive sampling. The main indicators for evaluation of training in these fields were determined. After classification of the indicators, evaluation tool was developed. The face validity and content validity of the tool were determined with the Lawasche's method. The reliability was determined with the test- retest method and Cronbakh's alpha coefficient.

Results: Content analysis of the focus group discussion [FGD] resulted in determining 57 indices which were classified in 5 categories [including: the educator or trainer, the Trainees [students in these disciplines], administration of clinical training, fields of training and evaluation of clinical training]. The final tool was adjusted in two separate questionnaires. The correlation coefficient for the questionnaire of the clinical trainers was 0.9, its Cronbakh's alpha coefficient was 0.88 and its content validity coefficient was 0.84. The correlation coefficient for the questionnaire of the students was 0.7, its Cronbakh's alpha was 0.92 and its content validity coefficient was 0.81.

Discussion: The designed tool for the evaluation of clinical training in rehabilitation disciplines indicated acceptable validity and reliability and is appropriate for the assessment of trainings.