mohamad narimani; abbas asghari sharabiani
Abstract
Introduction:Social communication disorder is a neuro-developmental disorder which is located in the vicinity of autistic disorder and causes problems in the context of appropriate social interactions.This study was was done aiming at investigating the effectiveness of teaching the theory of mind on ...
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Introduction:Social communication disorder is a neuro-developmental disorder which is located in the vicinity of autistic disorder and causes problems in the context of appropriate social interactions.This study was was done aiming at investigating the effectiveness of teaching the theory of mind on improving the theory of mind and social skills of students suffering from social communication disorder.Methodology: The present study was a semi experimental typewith pre-test, post-test andcontrol group.The statistical population of this study consisted of all male students infifth and sixth grades (1319) fromschools of Bostanabad city in the academicyear of 2017-18.The purposive sampling was used to select theresearch sample.To fulfill the research goal, the criteria for social communication disorder were explained to the relevant teachers, and suspicious students were introduced by them. For further certainty, a diagnostic interview was carried out on the basis of DSM-5 screening and 26 students were selected and randomly divided into two experimental and control groups.To collect the research data, students’social skills questionnaire of Eliot and Gershamand Qamarani et al’s theory of mind test wereused.The experimental group trained under the theory of mind for eight two-hour sessions during the four weeks. Results : The results of covariance analysis at a significant level of 0.5 showed that the experimental group showedsignificant improvement in the theory of mind and social skills compared to the control group. Conclusion: Improving the theory of mind seems to be promising to improve social skills and reduce inappropriate social outcomes in people suffering this disorder.
Mahbobeh Taher; nader hajloo
Volume 5, Issue 2 , November 2016, , Pages 72-93
Abstract
The aim of this research was studied effectiveness and comparing empathy and anger management trainings on social cognition in children with oppositional defiant disorder. The method of research is experimental and research design is pretest- posttest with multi groups. The sample consisted of 54 boy ...
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The aim of this research was studied effectiveness and comparing empathy and anger management trainings on social cognition in children with oppositional defiant disorder. The method of research is experimental and research design is pretest- posttest with multi groups. The sample consisted of 54 boy students of seventh and eighth grades with oppositional defiant disorder in 2014-2015 academic years in Sari city, which were selected by multi-stage cluster random sampling and were assigned to 3 groups (2 experimental groups and 1 control groups). For data collecting were used from oppositional defiant disorder rating scale for children (Homerson et al., 2006), the structured clinical interview (First et al., 1999) and social stories (Tur-Kaspa & Brayran, 1994). For educational groups, empathy training and anger management training was executed at 8 weekly sessions in 60 minutes whereas control group have any training. The results of multivariate analysis of covariance showed empathy training and anger management training can improve social cognition (and it's components) and the effectiveness of the trainings according to eta squared is 84 percent (P
