Comparison of social skills and problem behaviours of children with different developmental disabilities.
Objectives: Difficulties in social skills, such as a lack of understanding of emotions and thoughts, deficiencies in problem-solving, and struggles in establishing peer correlations, can negatively impact both the social and academic dimensions of one's life, resulting in the emergence of problemati...
| Publicado en: | International Journal of Developmental Disabilities Vol. 72; no. 3; pp. 528 - 547 |
|---|---|
| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
May2026
|
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=193227009&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 193227009 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 20473869 F2SP jtl: International Journal of Developmental Disabilities issn: 20473869 maglogo: N pubinfo: dt: May2026 vid: 72 iid: 3 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 193227009 177416914 193227009 193227009 10.1080/20473869.2024.2349832 193227009 ppf: 528 ppct: 19 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Comparison of social skills and problem behaviours of children with different developmental disabilities. aug: au: Ulu Aydin, Hatice Cifci Tekinarslan, Ilknur Cinar, Esra affil: Special Education Department, Abant Izzet Baysal University, Bolu, Turkiye sug: subj: Social Skills Evaluation Interpersonal Relations Evaluation Self Regulation Evaluation Child Behavior Disorders Risk Factors Autism Spectrum Disorder Complications Intellectual Disability Complications Learning Disorders Complications Language Disorders Complications Speech Disorders Complications Sex Factors Age Factors Mainstreaming (Education) Schools, Special Internalizing Behavior Risk Factors Externalizing Behavior Risk Factors Risk Assessment Human Children with Disabilities Psychosocial Factors Teachers Social Behavior Disorders Risk Factors Male Female Child Behavior Disorders Prevention and Control Clinical Assessment Tools Child Inferential Statistics Unpaired T-Tests One-Way Analysis of Variance Post Hoc Analysis Pearson's Correlation Coefficient Data Analysis Software Descriptive Statistics Adult Chi Square Test Purposive Sample Turkiye Child: 6-12 years Adult: 19-44 years Male Female ab: Objectives: Difficulties in social skills, such as a lack of understanding of emotions and thoughts, deficiencies in problem-solving, and struggles in establishing peer correlations, can negatively impact both the social and academic dimensions of one's life, resulting in the emergence of problematic behaviors. Studies have consistently shown a correlation between the social skills and problem behaviors of children with developmental disabilities. Therefore, it may be essential to compare the social skills and problem behaviors across various developmental disabilities and understand the correlation between them to design effective intervention programs. Methods: In this study, the social skills and problem behaviors of 172 children and 18 teachers in inclusive classrooms, special education classrooms, and special education schools were analyzed. The Social Skills Rating System-Teacher Form assessed children's social skills and problem behavior profiles with different developmental disabilities. Results: The findings revealed that children with autism spectrum disorder exhibited the most significant social skill deficits and the most intense problem behaviors. Following autism spectrum disorder, those with intellectual disabilities, learning difficulties, and language and speech difficulties experienced elevated levels of social skill deficits. In terms of problem behaviors, after autism spectrum disorder, those with intellectual disabilities, language and speech difficulties, and learning difficulties exhibited the most intense problem behaviors. Gender differences were observed, with girls demonstrating higher social skills and lower problem behaviors than boys. Children with developmental disabilities receiving inclusive education showed higher social skills than those educated in special education schools. Additionally, a strong negative correlation between the social skills and problem behaviors of children with developmental disabilities was identified. Conclusions: Our results show that social skills and problem behaviors of children with developmental disabilities vary according to the type of disability, age, gender, and educational settings. In addition, our results show that improving the social skills of children with developmental disabilities can effectively prevent and reduce problem behaviors. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|