Effectiveness of Virtual Filial Therapy for Mothers on the Social Skills and Aggression in Children with Learning Disabilities: A Randomized Clinical Trial
محل انتشار: مجله پژوهش در علوم توانبخشی، دوره: 15، شماره: 5
سال انتشار: 1398
نوع سند: مقاله ژورنالی
زبان: انگلیسی
مشاهده: 89
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شناسه ملی سند علمی:
JR_JRRS-15-5_005
تاریخ نمایه سازی: 4 بهمن 1401
چکیده مقاله:
Introduction: The purpose of the present study was to investigate the effect of virtual filial therapy fr mothers on the social skills and aggression in children with learning disabilities.Materials and Methods: The target population in this randomized controlled clinical trial was all the ۶-۱۱ years old children with learning disabilities in Esfahan city during ۲۰۱۸-۲۰۱۹. ۳۰ children with learning disabilities were selected based on Wolcott learning disabilities screening test through convenient sampling and randomly divided into two groups of ۱۵ subjects. In the pre-test and post-test stages, mothers completed the Novaco Anger Scale and Matson's Social Skills Questionnaire. Then, educational materials, including text, photos, and videos were provided weekly via social networks for the mothers in experimental group. The data were analyzed using univariate and multivariate analysis of covariance.Results: Virtual filial therapy significantly improved negative social skills (P=۰.۰۰۱) and its dimensions including non-social behavior (P=۰.۰۴۶), aggression and impulsive behavior (P=۰.۰۰۳), over self-confidence (P=۰.۰۱۳) and aggression variable (P=۰.۰۳۱) and aggressive thinking dimension (P=۰.۰۰۸), although its effects were not significant on positive social skills (P=۰.۷۳۴) and its dimensions including appropriate social behavior (P=۰.۵۱۵), communication with peers (P=۰.۵۱۵), decreasing aggressive behavior (P=۰.۰۵۹) and aggressive feeling (P=۰.۱۰۹).Conclusion: It seems that virtual filial therapy of mothers can be used to improve negative behaviors of children with learning disabilities.
کلیدواژه ها:
نویسندگان
صدیقه جعفری رنگچی
MSc Student, Department of Psychology, School of Psychology, Islamic Azad University, Khorasgan Branch, Isfahan, Iran
هادی فرهادی
Assistant Professor, Department of Psychology, School of Psychology, Islamic Azad University, Khorasgan Branch, Isfahan, Iran
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