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Social Problem Solving Skills in Students with Learning Disability

Author(s): S. K. Smaeily | A. Bayanzadeh | E. Hejazy | N. Shafaroudy

Journal: Iranian Journal of Psychiatry and Clinical Psychology
ISSN 1735-4315

Volume: 12;
Issue: 1;
Start page: 36;
Date: 2006;
Original page

Keywords: Key words: learning disability | social problem solving skill | primary schoolchildren

Introduction: To compare some characteristics of social problem solving skills between normal schoolchildren and children with learning disabilities in the city of Tehran.Method: Sixty primary school children (30 normal students and 30 students with learning dis-�ability) from third, fourth, and fifth grades were assessed. The group with learning disabilities was�selected using convenience sampling and the normal group was selected using randomized clustering method. The samples were matched for age, gender, grade, and IQ. The data were gathered using interviews with teachers, school and clinic files, Raven’s progressive Matrices, and the Test of Ambiguous Provocation Situations via individual interviews. Data were analyzed using independent t-test and c2 test.Results: The two groups showed significant difference regarding problem-solving goal, un-pleasant feelings toward peers, and self-efficacy in maintaining an assertive reputation.Conclusion: The findings showed that children with learning disabilities do not follow sociability goals such as problem solving in social problem-solving situations. Their social goals and self- efficacy perceptions usually end in withdrawal or aggressive responses.

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