THE EFFECTIVENESS OF THEORY OF MIND TRAINING ON THE ADAPTIVE BEHAVIOR OF STUDENTS WITH INTELLECTUAL DISABILITY

Narges ADIBSERESHKI, Mehdi Abdolahzadeh RAFI, Masood KARMILO, Maryam Hasanzadeh AVAL

Abstract


Students with intellectual disabilities have
difficulties establishing and sustaining
relationships with their friends. Some
professionals believe that deficit in theory of
mind tasks causes these difficulties for the
children. The purpose of this study is to
investigate the effectiveness of theory of mind
training in terms of improving the sociability of
students with intellectual disability.
The method used for this study was an
experimental one, consisted of pre-test and a
post-test with a control group. Thirty male and
thirty female students with intellectual
disabilities from two different primary schools
were considered in this study. The participants
were chosen by the multi-stage cluster sampling
method.
Two experimental and two control groups were
randomly selected from these students; one
experimental and one control group for girls
and the same for boys. Nine training sessions
were designed for the experimental groups
while the control groups took part in their daily
school program.

The results of this study showed that the scores
for socialization in the experimental groups
were significantly higher than the ones in the
control groups (p<0.05).
In this study, training theory of mind tasks led
to the improvement of socialization skills in
students with intellectual disabilities.


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DOI: http://dx.doi.org/10.2478/jser-2014-0006

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