Developing, Implementing and Examining the Effects of the Social Skills Intervention on Children with Specific Learning Disorder on Social Skills, Status and Problem Behaviors: A Mixed Methods Study

Abstract

This study aimed to develop and examine a social skills intervention for children with specific learning disorders. The intervention was designed with a mixed-method approach. Quantitative data included the Social Skills Rating System scores before and after the intervention, sociometry, and observations of play and communication skills. Qualitative data included interviews conducted before and after the intervention. We implemented the intervention with 12 school-age children with specific learning disorder and their peers for 80 minutes to 10 weeks. Results indicated increased social skills, decreased problem behaviors, and improved social status selected as an academic peer, popular and seen as helpful.