Adult Skills Research Articles

Cerebellar tDCS enhances functional communication skills in chronic Aphasia

ABSTRACT Background Transcranial direct current stimulation (tDCS) has emerged as a possible neuromodulatory tool to augment language therapy in post-stroke aphasia. However, there is limited information on whether tDCS may help to improve everyday functional communication. Aims To investigate whether cerebellar tDCS combined with computerized aphasia treatment improves functional communication skills in individuals with chronic aphasia. Methods and Procedures In a randomized, double-blind, sham-controlled, within-subject crossover study, participants received 15 sessions of anodal (n = 14) or cathodal (n = 14) cerebellar tDCS plus computerized aphasia treatment then sham plus computerized aphasia treatment, or the opposite order. Linear mixed-effects regression models were performed to evaluate (1) the effect of tDCS treatment on change in functional communication skills on the two dimensions of the American Speech-Language-Hearing Association Functional Assessment of Communication Skills for Adults (ASHA-FACS): Communication Independence (CI) scale and Qualitative Dimension of Communication (QDC) scale, and (2) the relationship between functional communication skills and trained and untrained naming abilities. Outcomes and Results The results showed significant tDCS-induced gains for the overall QDC mean score, but not for the overall CI mean score. Cerebellar stimulation was more effective than sham for the overall QDC mean score immediately post-treatment, 2-weeks post-treatment and 2-months post-treatment. Follow up analysis separated by group showed that the change in the overall QDC mean score (combining both phases) were similar in participants receiving anodal or cathodal stimulation. We also found a significant linear association between the ASHA-FACS overall CI mean change scores and trained and untrained naming change scores for the tDCS condition but not sham. Conclusions Our study provides preliminary evidence that cerebellar tDCS coupled with computerized aphasia treatment has the potential to improve the overall qualitative dimensions of functional communication skills in individuals with chronic aphasia. Clinical Trial Registration Cerebellar Transcranial Direct Current Stimulation and Aphasia Treatment [NCT02901574]

Inequality at the top. Educational expansion, financial constraints and opportunities of university graduation by social origin

ABSTRACT There is evidence that the increase of educational and social mobility that characterised the middle decades of the twentieth century slowed down at the turn of this century, in spite of persistent expansion of higher education. At the same time, income inequality and welfare retrenchment increased. Applying a two-stage design to a merge of individual level-data from the PIAAC-Survey of Adult Skills (OECD) and country-level data on educational expansion, income inequality and regime of higher education finance drawn from different sources, we test the relative importance of these three factors in the explanation of equality of opportunities of university graduation by social origin. We select individuals who were 25–45 years old in the survey year. Our two-stage design shows a negligible role of higher education expansion, whereas income inequality and the regime of higher education finance are more consequential in explaining cross-national differences in opportunities of university graduation by social origin. Inequality of university graduation by social origin is significantly increased with income inequality and reduced in systems of tertiary education characterised by low fees and high subsidies provided to students.

Assessment of pragmatic skills in adults with ADHD

Although Attention Deficit Hyperactivity Disorder (ADHD) is among the most common diagnoses in childhood, a formal diagnosis, frequently, is delayed until adulthood. As a result, the individuals who are not diagnosed in childhood miss out on the early treatment and may experience considerable social and pragmatic challenges, culminating in factors that impact their daily living, educational achievements and professional performance. Children and adolescents who do not receive an ADHD treatment carry their symptoms into adulthood, that typically result in functional and pragmatical difficulties. However, assessing pragmatic deficits in adults with ADHD presents challenges, stemming from various factors such as educational backgrounds, under-resourced family environments, compensatory mechanisms in individuals with high intelligence and the presence of other comorbid conditions. Consequently, overlooking pragmatic and functional difficulties can lead to significant social difficulties, which in turn may negatively impact their daily living, educational achievements and career progression. This study proposes a comprehensive and cost-effective approach to evaluating pragmatic skills in adults with ADHD, by adapting a systematic and standardized method, for the assessment of the pragmatic abilities, originally developed for neurotypical individuals by Acara and Bambini (2016). The results show the importance of incorporating this assessment tool into the diagnostic procedures for ADHD that can be further applied in the intervention programs. This assessment tool provides a valid onset criterion for advancing effective intervention programs that are focused on the pragmatic skills. Thus, this evaluation tool, first, can pinpoint pragmatic deficits within the ADHD community, and, second, can foster the development of the targeted intervention programs concentrated on enhancing pragmatic skills in the individuals with ADHD.

Motor adaptation in deaf and hearing native signers.

Previous studies have suggested that deafness could lead to deficits in motor skills and other body-related abilities. However, the literature regarding motor skills in deaf adults is scarce and existing studies often included participants with heterogeneous language backgrounds and deafness etiologies, thus making it difficult to delineate the effects of deafness. In this study, we investigated motor learning in deaf native signers and hearing nonsigners. To isolate the effects of deafness and those of acquiring a signed language, we additionally tested a group of hearing native signers. Two well-established paradigms of motor learning were employed, in which participants had to adapt their hand movements to a rotation of the visual feedback (Experiment 1) or to the introduction of a force field (Experiment 2). Proprioceptive estimates were assessed before and after adaptation. Like hearing nonsigners, deaf and hearing signers showed robust adaptation in both motor adaptation paradigms. No significant differences in motor adaptation and memory were observed between deaf signers and hearing nonsigners, as well as between hearing signers and hearing nonsigners. Moreover, no discernible group differences in proprioceptive accuracy were observed. These findings challenge the prevalent notion that deafness leads to deficits in motor skills and other body-related abilities.

Investigation of the relationship between childhood traumas, psychological resilience, cognitive flexibility and emotion regulation skills in adults

Objectives: This paper looked into the relation between childhood traumas, resilience, cognitive flexibility, and adult emotion regulation skills in adults. Methods: The sample, which is based on the relational screening model, includes 395 participants (female: 202, male: 193). Sociodemographic Information Form, Childhood Trauma Questionnaire, Connor-Davidson Resilience Scale, Cognitive Flexibility Scale and Cognitive Emotion Regulation Questionnaire were applied to the participants to obtain the research data. Data collection was carried out online (google forms) through convenient sampling. The t-test was used to compare the study's quantitative data, and Pearson Correlation analysis was utilized to test the relationship between the scales. Multiple Linear Regression analysis was used for predictive analysis and finally PROCESS was used for mediator role analysis. Results: The investigation's findings revealed that there is a statistically significant difference between the scores of the two groups compared. Findings showed that there is a moderately positive correlation between acceptance and CTQ scores, a weak positive correlation between acceptance and emotional abuse scores, a weak positive correlation with physical abuse scores, a weak positive correlation with physical neglect scores, a weak positive correlation with emotional neglect scores and weak positive correlation with sexual abuse scores. A weak and negative correlation exists between Putting into Perspective and the CTQ, an even weaker and negative correlation exists between Putting into Perspective and the Emotional Neglect and Sexual Abuse scores. Rumination scores have a weak and negative relationship with emotional abuse scores. Conclusions: In order to prevent them from serving as the foundation for difficulties with adult mental health, it is crucial to understand the relationship between traumatic childhood events and psychological resilience, cognitive flexibility, and cognitive emotion regulation techniques. In order to assist people, analyze their thoughts and feelings, be aware of negative coping mechanisms, rigid, inflexible cognitive styles, and negative thinking patterns, clinical psychology practices will benefit from research on these characteristics.

An engagement-aware predictive model to evaluate problem-solving performance from the study of adult skills' (PIAAC 2012) process data

The benefits of incorporating process information in a large-scale assessment with the complex micro-level evidence from the examinees (i.e., process log data) are well documented in the research across large-scale assessments and learning analytics. This study introduces a deep-learning-based approach to predictive modeling of the examinee’s performance in sequential, interactive problem-solving tasks from a large-scale assessment of adults' educational competencies. The current methods disambiguate problem-solving behaviors using network analysis to inform the examinee's performance in a series of problem-solving tasks. The unique contribution of this framework lies in the introduction of an “effort-aware” system. The system considers the information regarding the examinee’s task-engagement level to accurately predict their task performance. The study demonstrates the potential to introduce a high-performing deep learning model to learning analytics and examinee performance modeling in a large-scale problem-solving task environment collected from the OECD Programme for the International Assessment of Adult Competencies (PIAAC 2012) test in multiple countries, including the United States, South Korea, and the United Kingdom. Our findings indicated a close relationship between the examinee's engagement level and their problem-solving skills as well as the importance of modeling them together to have a better measure of students’ problem-solving performance.

Adults With Cochlear Implants: Residual Hearing, Musical Perception, and Temporal Skills.

The main purpose of the study is to investigate whether the presence of residual hearing before cochlear implantation has an effect on temporal pattern recognition skills and musical perception in adults. The study included adults with cochlear implants who were between the ages of 20 and 45 years. Adults with cochlear implants were divided into two groups: absent (n = 20) and available (n = 20) groups according to residual hearing before implantation. Frequency Pattern and Duration Pattern tests were applied to evaluate temporal pattern recognition, and the "Music-Related Quality of Life Questionnaire" was applied to evaluate musical perceptions. There were no statistically significant differences between the groups in terms of cochlear-implanted hearing thresholds and speech recognition scores, musical perception, and musical activities, according to their residual hearing. On the other hand, the frequency and duration pattern recognition skills were statistically significantly better in adults with residual hearing. Also, statistically significant correlations were obtained in terms of temporal skills and musical perception subskills. The presence of residual hearing before cochlear implantation may affect temporal auditory processing skills. It is concluded that the integration of cochlear implants may affect temporal processing skills in adults as well as quality of life. It is recommended that experts be aware of this issue and pay attention to residual hearing.

Study protocol of the OrkA project: orofacial and communicative activation in old age– a cluster randomized prevention study in long-term care facilities in Lower Saxony, Germany

BackgroundThe process of aging involves numerous changes in the body, influencing physical, mental, and emotional well-being. Age-related changes and degradation can impact various functions of the swallowing process and lead to delayed word retrieval. Individuals with limited linguistic stimulation may experience a more rapid decline in cognitive performance. Thus, this project explores a preventive training program targeting swallowing and linguistic-communicative skills, aimed at preserving the social participation of older individuals residing in nursing homes.MethodsA preventive intervention program, combining orofaciopharyngeal and linguistic-communicative components, will be offered twice weekly over 12 weeks in long-term care facilities in the greater Hanover area. The program will aim at: (a) activating sensitive and motor skills in the orofaciopharyngeal area to counter age-related swallowing disorders, and (b) enhancing communicative abilities through semantic-lexical activation. A cluster randomized controlled trial will be conducted to investigate whether the intervention program improves swallowing skills in older adults. Additionally, a secondary analysis will explore the impact on language skills and social participation, as well as program acceptance.DiscussionThe results will provide valuable insight into the effectiveness of preventive measures addressing swallowing and speech issues in older individuals.Trial registrationThe trial was registered with DRKS (German register for clinical trials) in June 2023 (study ID: DRKS00031594) and the WHO International Clinical Trail Registry Platform (secondary register).

Study of Pragmatic Skills of Persian-speaking Adults with Autism Spectrum Disorder Based on the Persian Version of Montreal Protocol for the Evaluation of Communication (P.M.E.C.).

Various studies have shown that individuals with autism spectrum disorder (ASD) experience significant cognitive impairments during childhood. Individuals often experience various language disorders that can manifest in different ways. There are also studies indicating that these impairments persist into adulthood for individuals with ASD. This study aimed to evaluate and identify cognitive impairments among Persian-speaking adults with ASD. This research is of a quantitative nature and has been conducted using an experimental method in which two subtests from the Persian Version of the Montreal Protocol for the Evaluation of Communication (P.M.E.C.), including the Metaphor Interpretation and Speech Act Interpretation subtests, were utilized. Thirteen Persian-speaking men with ASD participated in this research, with ages ranging from 25 to 44 years (mean age 32.84, standard deviation 4.17), whose educational levels varied from primary school to 20 years of formal education. The control group consisted of 26 healthy Persian-speaking men who were matched in terms of age and educational level with the ASD group. The Kolmogorov-Smirnov test and a paired t-test were used to compare the two groups. The results indicated that the ASD group performed significantly poorer in both the Metaphor Interpretation subtest (P < 0.001) and the Speech Act Interpretation subtest (P = 0.033) compared to the healthy control group, suggesting cognitive impairments in their abilities. The findings of this research can be valuable for assessment and intervention purposes in rehabilitation centers, as well as in academic and research settings.

Flow as a catalyst for positive youth development

Project-based youth programs are settings in which Csikszentmihalyi’s “flow” experience serves as a powerful catalyst for developing vital adult skills. In conducting projects (e.g., creating films, planning events) youth become deeply engaged with challenges that anticipate real-world adult demands: developing plans, taking responsibility, solving problems. Drawing on several large interview studies, we first describe how challenge-driven experiential learning processes in projects fuel both flow and learning. Then, we examine how real-world setbacks can disrupt work, but are often converted into “challenges” that lead to solutions. Youth learned because “we had to analyze” a situation or find a way around. They developed strategic thinking for forecasting scenarios in their work and formulating flexible plans. Youth also learned to manage emotions that disrupted their work and use emotions for information and motivation to improve their work. Youth sometimes experienced a grittier state of “real-world flow” that combines setbacks with high motivation and attention.

Rhythmic motor behavior explains individual differences in grammar skills in adults

A growing body of literature has reported the relationship between music and language, particularly between individual differences in perceptual rhythm skill and grammar competency in children. Here, we investigated whether motoric aspects of rhythm processing—as measured by rhythmic finger tapping tasks—also explain the rhythm-grammar connection in 150 healthy young adults. We found that all expressive rhythm skills (spontaneous, synchronized, and continued tapping) along with rhythm discrimination skill significantly predicted receptive grammar skills on either auditory sentence comprehension or grammaticality well-formedness judgment (e.g., singular/plural, past/present), even after controlling for verbal working memory and music experience. Among these, synchronized tapping and rhythm discrimination explained unique variance of sentence comprehension and grammaticality judgment, respectively, indicating differential associations between different rhythm and grammar skills. Together, we demonstrate that even simple and repetitive motor behavior can account for seemingly high-order grammar skills in the adult population, suggesting that the sensorimotor system continue to support syntactic operations.

An Area-Level Hierarchical Bayes Bivariate Threefold Linear Model for US State and County Indicators of Adult Skills in Literacy and Numeracy

Significant enhancements have been made in small area estimation (SAE) methodology because there has been an increased demand for reliable estimates through SAE over the past decades. This article describes the advanced statistical methodology used to produce state and county model-based estimates of average scores and various proficiency levels of adults for all states and counties, using data from the first cycle of the US Program for the International Assessment of Adult Competencies and the American Community Survey. Challenges and issues are discussed especially in light of the small number of sample counties with survey data. Each major stage of the estimation process is discussed, including the approach for generating design-based survey estimates and modelled variances, identifying a set of predictor variables (available and measured consistently for all counties), the hierarchical Bayes linear threefold models, including bivariate models for proportions, and the diagnostics and evaluation.

Factors influencing coping skills of middle-aged adults in COVID-19, South Korea.

In light of the persistent COVID-19 pandemic, there is a compelling imperative to enhance the COVID-19 coping capacity among middle-aged adults within the South Korean population. Consequently, there is a need for further research endeavors in this area. This study aims to explore and identify the factors influencing the coping skills of middle-aged adults in COVID-19, South Korea. This study used a cross-sectional descriptive design. Participants were 147 middle-aged adults living in Seoul, Geounggi-do, and Chungchung-do in South Korea. Data included demographics, coping skills, the impact of the event, perceived health status, psychological wellbeing, and family support. The data were analyzed using the SPSS Statistics 25.0 program. Data were collected from March to July 2020. The regression model was significant (F = 13.56, p < 0.001), and the adjusted R-squared representing the explanatory power of the model was 0.63. The strongest predictor was perceived health status (β = 0.34), followed by family support (β = 0.31), impact of event (β = -0.24), underlying disease (β = -0.13), and economic status (β = 0.11). This study suggests that to improve the coping skills of middle-aged adults with COVID-19, their perceived health status and family support should be strengthened, and the impact of the event should be decreased. Also, it needs that underlying diseases are managed and economic status is improved. Nurses need to pay more attention to the influencing factors to improve the coping skills of middle-aged adults in COVID-19, South Korea.

Связь типов видеоигр и коммуникативных навыков игроков юношеского возраста: систематический обзор литературы с использованием инструмента PRISMA

&lt;p style="text-align: justify;"&gt;The article presents a systematic review of studies on the effects of different types of video games on the communication skills of adolescent and young adult gamers. To conduct the systematic review, the PRISMA methodology was used, which offers an algorithm that makes the literature review as objective as possible. This methodology involves searching for articles of interest in databases based on keywords. Of the 1,953 articles retrieved from 2018&amp;mdash;2023, 9 studies were included in the qualitative synthesis after going through the identification, screening, and eligibility stages. Based on the results of analysis of data from these studies, video games have the potential to develop communication skills in adolescents and young adults. The most pronounced effect is demonstrated by massively multiplayer online video games (MMOG), since during the game the participants actively interact with each other using oral and written communication. MMOGs motivate players to learn English, its grammar and vocabulary, and the ability to communicate confidently increases the players&amp;rsquo; self-esteem and provides skills in intercultural interaction. Further development of issues related to the practical use of MMOGs within the framework of foreign language training courses seems promising.&lt;/p&gt;

Is the wage premium on using computers at work gender-specific?

Past research on the relationship between computers and wages has revealed two stylized facts. First, workers who use a computer at work earn higher wages than similar workers who do not (termed as ‘the computer wage premium’). Second, women are more likely to use a computer at work than are men. Given the recognized computer wage premium and women’s advantage in computer use at work, we ask: Is the wage premium on using computers at work gender- or non-gender-specific? Given gendered processes operating at both the occupational and within-occupation levels, we expect that returns to computer usage are gender-bias. This contrasts the skill-biased technological change (SBTC) theory assumption that the theorized pathways through which computers boost earnings are non-gender-specific productivity-enhancing mechanisms. Analyzing occupational data on computer use at work from O*NET attached to the 1979–2016 Current Population Surveys (CPS) and individual-level data from the 2012 Survey of Adult Skills (PIAAC), we find that the computer wage premium is biased in favor of men at the occupation level. We conclude by suggesting that computer-based technologies relate to reproducing old forms of gender pay inequality due to gendered processes that operate mainly at the structural level (i.e., occupations) rather than at the individual level.

Developing and validating an abbreviated adult reading history questionnaire in the Finnish and Dutch contexts

BackgroundThe adult reading history questionnaire (ARHQ) is frequently used in research on adult dyslexia and family risk for dyslexia. However, this measure is lengthy (23 items), reducing its applicability in studies with extensive assessment batteries.MethodsWe identified the best‐performing ARHQ items in a sample of 396 Finnish adults using exploratory factor analysis and item response theory. Consequently, we validated the brief questionnaire in independent Finnish and Dutch samples by comparing its performance with that of the complete questionnaire. We also evaluated how the scores on the questionnaires related to the scores on direct adult reading assessments in the Finnish samples. Finally, we tested how predictive parental questionnaires were of children's skills in the Dutch and one of the Finnish samples.ResultsFive items were selected to construct the short version of ARHQ. All of them relate to childhood/adolescent reading difficulties rather than current adult skills. The scores of the complete ARHQ significantly correlated with those of the abbreviated version in all samples. Moreover, in one of the samples, direct reading assessment scores had a stronger correlation with the short ARHQ than with the full version. Additionally, across all three samples parental scores on the short ARHQ were at least as predictive of children's reading skills as the complete ARHQ.ConclusionsThe short ARHQ proved to be on a par with the complete version in its usefulness for identifying adults with dyslexia. Future research should investigate whether the five selected items can effectively serve as a brief screening measure for adults with dyslexia in languages other than Finnish and Dutch.

Working memory program for improving language skills in older adults with mild neurocognitive disorders: A pilot study

Background: Older adults with mild neurocognitive disorders (mild NCD) have a higher risk of major NCD. Cognitive deterioration can cause a deficit in working memory and language. Recent studies have shown some involvement overlapping the brain structure of working memory and language skills. Therefore, working memory intervention effectively enhances language skills in mild NCD. However, more research on this topic in Thailand is required. Objectives: This study aimed to develop and implement a pilot study on a working memory program for improving language skills in older adults with mild NCD. Materials and methods: This study was a developmental research design with two phases. Phase one involved the development and examination of the content validity of the working memory program for improving language skills by five experts. Phase two involved piloting the program with three older adults with mild NCD. The participants were asked to provide suggestions about the clarity of content and images, language usage, font size, the comprehensibility of instructions in each activity, and the quality of audio files used to complement the program activities through semi-structured interviews. Descriptive statistics were employed to analyze the collected data. Results: The program comprised nine activities associated with the phonological loop, visual-spatial sketchpad, episodic buffer, and central executive tasks. The program’s content validity was evaluated by five experts, resulting in a content validity index of 0.94, meeting the established criteria. Among the pilot users, three participants meeting the specified criteria indicated their ability to use and practice the program at home effectively. While most participants agreed that the images were clear and the font size was appropriate, there were concerns regarding the clarity of the training process steps and instructions. Additionally, some participants encountered challenges in accessing audio files through quick response (QR) codes. Conclusion: In summary, the pilot study of the working memory program for improving language skills in older adults with mild NCD passed the content validity test and underwent revisions based on suggestions from the pilot users. Consequently, the program could enhance the language abilities of older adults with mild NCD. The next phase will investigate its effectiveness in improving language skills in older adults with mild NCD.

Framework for developing self-actualization skills in young adults with autism

PurposeYoung adults with autism spectrum disorder (YAASD) often lack the skills needed for successful adult living and subsequently develop lower quality of life and health in adulthood. Therefore, we developed a framework to support resilience and improve quality of life in YAASD, which will be used to develop a life-skills curriculum for YAASD. MethodsWe conducted a qualitative study of YAASD, parents of YAASD and service providers recruited from agencies that serve YAASD using Grounded Theory. We focused our interviews on supports and skills needed to enhance quality of life in adulthood. ResultsA total of 23 individuals were interviewed. We developed the major theoretical code; “Self-actualization skills in young adults with autism to improve quality of life”. This code recognized the neurodiversity of YAASD as well as comorbid intellectual disability and mental health needs, which often were additional barriers to achieving life goals. We identified the need for developing skills to facilitate both independence and greater insight, including self-care, self-advocacy, and social integration. YAASD struggled in developing skills to adapt to the constantly changing environment that neurotypical adults deal with daily. Factors that would facilitate development of self-actualizing skills include resources that promote creating structure in an adult world that can appear unstructured to YAASD. ConclusionsSelf-actualization for adults requires skills for self-care, decision making, and effective communication. Unfortunately, most programs for YAASD emphasize vocational and simple task performance. Our framework facilitates self-actualization skills to enhance health and wellness, potentially reducing barriers to living meaningfully within the community.

The impact of internet health information usage habits on older adults' e-health literacy.

As the demand and supply sides of popular health services increasingly rely on the Internet, mastering e-health literacy should become an essential skill for older adults. The aim of this article is to analyse the effects of Internet health information usage habits on older adults' e- health literacy and to investigate the influencing mechanisms. Using a combination of random sampling and convenient sampling, data were collected through questionnaire surveys. Data from 776 older adults was analysed using correlation and hierarchical regression to analyse. The mean scores for all aspects of older adults' habits of using health information on the Internet and electronic health literacy were relatively high. There was no statistically significant difference in the predictive power of the three aspects of electronic health literacy among older adults with different genders, health statuses, education levels and ages (p > 0.05). The four factors of older adults' habits of using Internet health information can increase the explanatory power of application ability, judgment ability and decision-making ability in Model 2 by 53.7%, 46.2% and 57%, respectively, with statistical significance (p < 0.001). The better the habits of older adults in using health information on the Internet, the higher their level of electronic health literacy. Families, communities and social groups should help older adults use online health resources to improve their e-health literacy. Older adults can use WeChat or other interpersonal information platforms to share online health information with each other.

MWTS(Movement with Touch and sounds)기법을 활용한 집단통합예술치료 프로그램 개발을 위한 연구

This study proposes the impact of an integrated arts therapy program using the Movement with Touch and Sounds (MWTS) of Drama and Movement Therapy(sesame dramatherapy) on improving social skills and usability of the program for adults with developmental disabilities. The participants of the study were eight adults with developmental disabilities belonging to the Adult Development and Rehabilitation Center in Seoul, and the study was conducted once a week (60 minutes) for a total of 28 sessions. Accordingly, this study is meaningful in analyzing the impact of an integrated arts therapy program using the MWTS on improving social skills in adults with developmental disabilities, as well as the social skills rating scale (SSRS) and behavioral observations before and after using the program. Therefore, the results of the study are as follows. First, group integrated arts therapy using the MWTS showed that all participants had high total scores on the social skills scale, and the sub-areas of cooperation, assertiveness, and ego control were also high. This shows that integrated arts therapy using MWTS has a positive effect on improving the social skills of adults with developmental disabilities, and the urgency of developing social skill improvement programs for adults with developmental disabilities in the future has been proven.