The Effect of Teaching the Social Stories by Role Playing on the Adaptive Behavior and Self-esteem of Educable Mentally Retarded Children

Sattar Baba Ahmadi Milani, Mehran Farajollahi, Mohammad Aghayine jhad


This study examines the impact of social stories, role-play training on adaptive behavior. self-esteam esteem 8-16 years old educable Intellectual Disability children in academic year 93-94 in Lordgan City. The type of design was before –after test design with control group. Using cluster random sampling, the schools were selected, and using simple random sampling the students were selected. Then 30 students were selected randomly, and divided in two groups (8boys & 7girls) in experimental group and (8boys & 7 girls) in control group. They were tested individually by aggression questionnaires Adaptive Behavior Scale and Rosenberg Self-esteem Scale as apre-test for two groups. A social stories bluited by researcher (accepted validity by literature groups Isfahan teachers university) as an intervention program was run for  ,  8 sessions (45 minutes) on experimental group. The groups were tested again by the same tests, as the post-test .The results showed that a training social stories by role play on increasing the Intellectual Disability children's self-esteem at the level of (p<0.001) was significant . Moreover the differences between educable Intellectual Disability children's performance in adaptive behavior and all related sub-skills such as communication, society, locomotion, occupation. self direction. , and dressing self help. Eating self help. general self help was significant.


social stories, Role Play. Adaptive behavior, Self esteem, Educable Intellectual Disability children

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