The Effect of Self-Care Education Given to Children With Educable Mental Disabilities on Children's Self-Care Skills and School Social Behaviors
试验速览
- 阶段
- 不适用
- 状态
- 进行中（未招募）
- 入组人数
- 34
- 试验地点
- 2
- 主要终点
- Self-care Skills Checklist Scale
研究概览
简要总结
The aim of this study is to examine the effect of self-care education given to children with educable intellectual disabilities on children's self-care skills and school social behaviors.
H1a: There is a difference between the mean scores of the children in the experimental and control groups in the "Eating Skills" subscale of the Self-Care Skills Checklist according to time (pretest, posttest, 1st follow-up, 2nd follow-up).
H1b: There is a difference between the mean scores of the children in the experimental and control groups on the "Dressing Skills" sub-dimension of the Self-Care Skills Checklist according to time (pretest, posttest, 1st follow-up, 2nd follow-up).
H1c: There is a difference between the mean scores of the children in the experimental and control groups on the "Personal Care Skills" sub-dimension of the Self-Care Skills Checklist according to time (pretest, posttest, 1st follow-up, 2nd follow-up).
H1d: There is a difference between the mean scores of the children in the experimental and control groups on the "Social Competence" sub-dimension of the School Social Behavior Assessment Scale according to time (pretest, posttest, 1st follow-up, 2nd follow-up).
详细描述
H1a: There is a difference between the mean scores of the children in the experimental and control groups in the "Eating Skills" subscale of the Self-Care Skills Checklist according to time (pretest, posttest, 1st follow-up, 2nd follow-up).
H1b: There is a difference between the mean scores of the children in the experimental and control groups on the "Dressing Skills" sub-dimension of the Self-Care Skills Checklist according to time (pretest, posttest, 1st follow-up, 2nd follow-up).
H1c: There is a difference between the mean scores of the children in the experimental and control groups on the "Personal Care Skills" sub-dimension of the Self-Care Skills Checklist according to time (pretest, posttest, 1st follow-up, 2nd follow-up).
H1d: There is a difference between the mean scores of the children in the experimental and control groups on the "Social Competence" sub-dimension of the School Social Behavior Assessment Scale according to time (pretest, posttest, 1st follow-up, 2nd follow-up).
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Other
- 盲法
- None
入排标准
- 年龄范围
- 6 Years 至 10 Years（Child）
- 性别
- All
- 接受健康志愿者
- 否
入选标准
- •The child has mild and moderate intellectual disability (Determined by the health reports available at the institution. Children with mild and moderate intellectual disability were included in the study).
- •Between the ages of 6 and 10
- •Volunteering to participate in the study and signing the informed consent form by the child's parent
- •Following verbal instructions (determined by the reports given as a result of the evaluation conducted by the Guidance and Research Center)
排除标准
- •Physical disability in addition to mental disability
- •Getting sick or having an attack during work
- •Illiteracy of parents
结局指标
主要结局
Self-care Skills Checklist Scale
时间窗: 12 Weeks
"Self-Care Skills Checklist Scale" developed by Konya (2007) was used to measure children's self-care skills. The Checklist consists of 3 sections. These are Eating Skills (14 items), Dressing Skills (19 items) and Personal Care Skills (9 items). In order to determine the level of development of the skills in the checklist, "Very Adequate (5 points), Adequate (4 points), Somewhat Adequate (3 points), Inadequate (2 points), Very Inadequate (1 point)" options were used. The minimum score that can be obtained from the scale is 42 and the maximum score is 210. A high score indicates high self-care skills.
School Social Behavior Scale
时间窗: 12 Weeks
It was developed by Kenneth W. Merrell in 1993 in the United States of America as a scale that can be used by classroom teachers or other teachers in K-12 schools (from preschool to high school) to assess individual students. Cognitive-behavioral theory was used in the development of the items. The scale consists of two forms: Form A: Social Competence Form B: Negative Social Behavior Only the Social Competence Form was used in our study. In the final factor analysis of the Social Competence sub-dimension, three factors were identified: Interpersonal Relationships, Self-Control Skills and Academic Skills. The minimum score that can be obtained from the Social Competence form is 32 and the maximum score is 160. A high score indicates that the individual has high social skills.
次要结局
未报告次要终点
研究者
Gulendam Karsadag
Assistant Profesor
Dokuz Eylul University