Social Skills Scores Research Articles

Factors Related to Diabetes Self-Management Among Patients with Type 2 Diabetes: A Chinese Cross-Sectional Survey Based on Self-Determination Theory and Social Support Theory.

PurposeSelf-management behavior (SMB) plays a significant role in glycemic control. This study aimed to explore the factors related to SMB among patients with type 2 diabetes and how these factors interacted with each other.Patients and MethodsPatients diagnosed with type 2 diabetes were recruited from 18 community healthcare stations (CHSs) from six community healthcare centers (CHCs) in Beijing, China from April to May in 2017. Motivation, competence, autonomy support, social support, self-management skills, adherence to self-monitoring of blood glucose (SMBG) and haemoglobin A1c (HbA1c) measurement were tested by questionnaire. Correlation analysis and path analysis were performed so as to identify the factors associated with patients’ SMB.ResultsA total of 532 participants completed this study. Participants who have good compliance to SMBG got higher scores in social support (F = 7.68, p = 0.01), competence (F = 10.47, p = 0.01), and skills (F = 12.34, p < 0.01). Higher competence (β = 0.03, P < 0.001), higher social support (β = 0.01, P < 0.001), better skills(β = 0.01, P < 0.001) directly led to better adherence to SMBG. Social support had a positive effect on autonomy support (β = 0.69, P < 0.001), motivation (β = 0.45, P < 0.001), competence (β = 0.28, P < 0.001), skills (β = 0.14, P < 0.001), which was also indirectly linked to better adherence to SMBG. Better self-management skills directly led to better adherence to HbA1c measurement (β = 0.03, P < 0.001). Social support had a positive effect on autonomy support (β = 0.69, P < 0.001), motivation (β = 0.45, P < 0.001), competence (β = 0.28, P < 0.001), skills (β = 0.14, P < 0.001), which was also indirectly linked to better adherence to HbA1c measurement.ConclusionSelf-determination theory and social support theory were practical in explaining SMB in Chinese population. Competence, motivation and social support played an important role in diabetic self-management. Paying attention to the promotion of individual’s intrinsic motivation and self-efficacy may be able to help patients maintain self-management behavior in the long-term routine.

Investigating the Effects of Sensory Development Support Program Prepared for Mothers on Sensory and Social Development of Children with Autism

Background: Autistic children are the children experiencing sensory problems most. So, the fact that the autistic children should be supported in respect to sensory aspects, and can explore and perceive their environment accurately, and can establish social interactions with other people nearby is of great importance. Aim: This study was conducted in order to investigate the effects of the sensory development support programme prepared for mothers on sensory and social development of children with autism. Methods: The study was carried out between the dates of February 2020 and June 2021 as pre-test, post-test and retention test with control groups test pattern in primary schools and Private Training and Rehabilitation Centres, which have autism classes for children diagnosed as autistic and which are situated in Batman Province. The study was completed with 26 mothers (11 test, 15 control) who have children with autism and aged 7-10. The data were collected using Personal Information Form, Sensory Assessment Form for Children with Autism and Autism Social Skill Profile-Turkish Form. Data were analysed using SPSS version 22. Results: When the changes in average scores of sensory scores of autistic children in test group (Testpost-test-pretest=- 21,81&lt;Controlpost-tests-pre-tests=1,27) and social skill scores (Testpost-test-pre-test=5.09&gt;Controlpost-tests-pre-tests=-4.40) were considered, it was concluded that after the application of Sensory Development Support Program, the joint effects of the sensory assessment scores of the children taking part in test and control groups on social skill scores were found statistically significant (p&lt;0.05) Conclusion: It was determined that the sensory development support program applied to mothers was found to be effective on sensory and social development of children with autism. Keywords: Autism, Sense, Sensory development, Social development

Examination of Mental Toughness and Emotional Intelligence to the Turkish and American Professional Basketball Players

The purpose of this study was to investigate the relationship between mental toughness (MT) and emotional intelligence (EI) of Turkish and American professional basketball players in Turkish Professional Leagues. The population target was 156 participants (x̄age=24,35±5,48) from Turkish citizens, and 42 participants (x̄age =27,69±3,15) from USA citizens and a total of 198 professional basketball players participated from 17 professional teams. Participants completed "Sports Mental Toughness Questionnaire (SMTQ)" developed by Scheard et al. (2009) and "Emotional Intelligence Scale for use in Sport (EISS)" developed by Let al.t al (2009). One-Way ANOVA test was utilized in order to examine the influence of an independent variable (citizenship) on dependent variables. The relation between emotional intelligence (EI) and mental toughness (MT) was analyzed through Pearson Product-Moment Correlation Coefficient technic (p &amp;lt;0.05). According to the results, significant differences were observed between citizenship variable in terms of EI and MT. In addition, a linear positive correlation was found while examining the relationship between the EI and MT subscales, EI social skills subscales and the MT constancy subscales. As a result of research, Turkish athletes have a higher of social skills score in terms of citizenship variables, while American players have better appraisal of others' emotions score. In addition, American citizens showed higher mean in terms of constancy and control subscales. The results also showed that the increase in MT constancy subscale scores causes the increase in EI social skills subscale scores.

EFFECT OF GROUP ACTIVITIES THERAPY ON THE IMPROVEMENT OF BASIC SOCIAL SKILLS IN SCHIZOPHRENIA PATIENTS IN RSJD Dr. RM. SOEDJARWADI CENTRAL JAVA 2015

ABTRACK-This study examines whether group activity therapy can improve basic social skills of schizophrenic patients. This study is a quantitative and using SPSS version 16.0. Qualitative analysis using observation and interviews. The design of this study are randomized control group pretest - posttest design - followup. Five subjects diagnosed with schizophrenia and hospitalized. The independent variable group is activity therapy and dependent variables is social skills base. This research analyzed by Mann Whitney U test and Friedman test. The results are shown to improve basic social skills schizophrenic patients. Data processing results show the level of significance, the results of Mann Whitney test to gain score of the experimental group and the control group significantly, meaning that the intervention of group activity therapy can improve basic social skills scale score the schizophrenia patients in experimental group. Analysis results of the basic social skills scale between pretest and posttest scores experimental group and the control group are significantly, it means that there are significantly differences in basic social skills scores schizophrenic patients between pretest and posttest scores in experimental group and control groups, in followup the results of the analysis of Friedman test also showed significant result. Keywords: group activity therapy, social skills base, schizophrenic patients

Association between Life Skills and Academic Performance in Adolescents in the Autonomous Community of Aragon (Spain)

Background: Learning and socio-emotional development is promoted through the creation and nurturing of an optimal school climate. This study aims to analyze the relationship between life skills and academic performance in a large sample of adolescents from the autonomous community of Aragón (Spain). Methods: A cross-sectional study was conducted on the life skills and academic performance of a sample of 7th and 8th grade middle school students during the academic year 2018–2019. A sample of 43 middle schools were randomly selected; the final sample comprised 1745 students. The following data were collected through an anonymized, previously validated questionnaire: sociodemographic variables, social skills, self-efficacy, affective balance, and academic performance. Results: We found a statistically significant association between life skills and academic performance (p < 0.001) in our sample. We also observed significant gender differences in life skills, with boys obtaining higher scores in cognitive skills and affective balance, and with girls achieving higher scores in social skills. Conclusion: We argue that life skills should be integrated into educational policies in order to improve the academic performance and health outcomes of students.

Musical learning as a contributing factor in the development of socio-emotional competence in children aged 4 and 5: an Exploratory study in a naturalistic context

ABSTRACT Research has shown that young children’s socio-emotional development may benefit from participating in a music programme. In this study, we explored the association between participation in a general music programme and the development of socio-emotional skills in relation to the duration of the programme. Children aged 4 and 5 (N=50), from a low socio-economic neighbourhood, participated in an 8- or 15-week music programme. Children’s social skills development and emotion comprehension were measured. Teachers reported an increase in the social interaction and independence skills scores of the younger children and a decrease in the cooperation skills scores of the older children. Additionally, the older children showed an increase in their comprehension of emotions. The duration of the programme, however, did not yield any significant effect. Results suggest that the association between participation in a music programme and the development of social-emotional skills may be influenced by the age of the children.

The Gestures in 2-4-Year-Old Children With Autism Spectrum Disorder.

Deficits in gestures act as early signs of impairment in social interaction (SI) and communication in children with autism spectrum disorder (ASD). However, the pieces of literature on atypical gesture patterns in ASD children are contradictory. This investigation aimed to explore the atypical gesture pattern of ASD children from the dimensions of quantity, communicative function, and integration ability; and its relationship with social ability and adaptive behavior. We used a semi-structured interactive play to evaluate gestures of 33 ASD children (24–48 months old) and 24 typically developing (TD) children (12–36 months old). And we evaluated the social ability, adaptive behavior, and productive language of ASD and TD children by using the Adaptive Behavior Assessment System version II (ABAS-II) and Chinese Communication Development Inventory (CCDI). No matter the total score of CCDI was corrected or not, the relative frequency of total gestures, behavior regulation (BR) gestures, SI gestures, and joint attention (JA) gestures of ASD children were lower than that of TD children, as well as the proportion of JA gestures. However, there was no significant group difference in the proportion of BR and SI gestures. Before adjusting for the total score of CCDI, the relative frequency of gestures without vocalization/verbalization integration and vocalization/verbalization-integrated gestures in ASD children was lower than that in TD children. However, after matching the total score of CCDI, only the relative frequency of gestures without vocalization/verbalization integration was lower. Regardless of the fact that the total score of CCDI was corrected or not, the relative frequency and the proportion of eye-gaze-integrated gestures in ASD children were lower than that in TD children. And the proportion of gestures without eye-gaze integration in ASD children was higher than that in TD children. For ASD children, the social skills score in ABAS-II was positively correlated with the relative frequency of SI gesture and eye-gaze-integrated gestures; the total score of ABAS-II was positively correlated with the relative frequency of total gestures and eye-gaze-integrated gestures. In conclusion, ASD children produce fewer gestures and have deficits in JA gestures. The deficiency of integrating eye gaze and gesture is the core deficit of ASD children’s gesture communication. Relatively, ASD children might be capable of integrating vocalization/verbalization into gestures. SI gestures and the ability to integrate gesture and eye gaze are related to social ability. The quantity of gestures and the ability to integrate gesture with eye gaze are related to adaptive behavior.Clinical Trial Registration: www.ClinicalTrials.gov, identifier ChiCTR1800019679.

Hubungan Antara Kecerdasan Emosi Dan Keterampilan Sosial Dengan Penyesuaian Diri Pada Remaja Karang Taruna Bina Muda Dusun Ploso Desa Ngrawan Kec.Getasan Kab. Semarang

As long as humans live, they need interaction with other people both individually and in groups, as social beings humans will go through stages of life that influence one another. One of them is the adolescent stage which has a big influence on his life. This study aims to determine the significance of the relationship between emotional intelligence and social skills with self- adjustment in youth youth organizations of Bina Muda Desa Ngrawan. The population in this study amounted to 30 adolescents. Data collection techniques used in this study were emotional intelligence questionnaires, social skills questionnaires, and self-adjustment questionnaires that have been developed by researchers. The data analysis technique used in this research is the Kendall-tau technique which is processed with the help of the SPSS program. 26.0 for windows. Based on the research results obtained r = 0.560 and p = 0.000 &lt;0.05, which indicates that there is a significant relationship between emotional intelligence and social skills with self-adjustment in youth youth organizations at Ploso Hamlet, Ngrawan Village, Getasan, District Semarang. From these results it can be concluded that the higher the score for emotional intelligence and social skills, the higher the score for self-adjustment. Conversely, the lower the emotional intelligence and social skills scores, the lower the adjustment scores will be.

Changes in Electroencephalogram Coherence in Adolescents With Autism Spectrum Disorder After a Social Skills Intervention.

Autism spectrum disorder (ASD) is a developmental condition that affects social communication and behavior. There is consensus that neurological differences are present in ASD. Further, theories emphasize the mixture of hypo- and hyper-connectivity as a neuropathologies in ASD [O'Reilly, Lewis, & Elsabbagh, 2017]; however, there is a paucity of studies specifically testing neurological underpinnings as predictors of success on social skills interventions. This study examined functional neural connectivity (electroencephalogram [EEG], coherence) of adolescents with ASD before and after the Program for the Education and Enrichment of Relational Skills (PEERS®) intervention, using a randomized controlled trial of two groups: an Experimental ASD (EXP) Group and a Waitlist Control ASD (WL) Group. The study had two purposes. First, the study aimed to determine whether changes in EEG coherence differed for adolescents that received PEERS® versus those that did not receive PEERS®. Results revealed a significant increase in connectivity in the occipital left to temporal left pair for the EXP group after intervention. Second, the study aimed to determine if changes in EEG coherence related to changes in behavior, friendships, and social skills measured by questionnaires. At post-intervention, results indicated: (a) positive change in frontal right to parietal right coherence was linked to an increase in social skills scores; and (b) positive changes in occipital right to temporal right coherence and occipital left to parietal left coherence were linked to an increase in the total number of get-togethers. Results of this study support utilizing neurobehavioral domains as indicators of treatment outcome. Lay Summary: This study examined how well various areas of the brain communicate in adolescents with ASD before and after a social skills intervention. Results revealed increased connectivity in the adolescents that received the intervention. Secondly, the study aimed to determine if changes in connectivity of brain areas related to changes in behavior, friendships, and social skills. Results indicated that changes in connectivity were also linked to increased social skills. Autism Res 2021, 14: 787-803. © 2021 International Society for Autism Research and Wiley Periodicals LLC.

Efeitos de uma disciplina de relações interpessoais no repertório social de estudantes de exatas

Este estudo teve por objetivo avaliar o repertório de habilidades sociais de estudantes de Ciências Exatas antes e após uma disciplina de Relações Interpessoais. Participaram deste estudo 21 universitários, sendo 17 do curso de Engenharia Elétrica e 4 de Química Industrial, matriculados na disciplina de Relações Interpessoais para o Curso de Engenharia Elétrica. A disciplina teórico-prática foi baseada em vivências e os estudantes responderam ao Inventário de Habilidades Sociais (IHS) e ao Questionário de Avaliação Final da Disciplina (QAFD). Os resultados apontaram diferenças estatisticamente significativas quanto ao escore geral de habilidades sociais e a média no QAVD entre as avaliações do pré e pós-teste. Foram observadas ainda correlações positivas e fortes entre o QAVD antes e após a disciplina. Além disso, (b) o escore geral QAVD após a disciplina se relacionou positiva e moderadamente com o escore geral (IHS) de habilidades sociais no pós-teste.

Effectiveness of Social Skills Training in Person with Schizophrenia: A Case Study

Background: Schizophrenia imposes problems in day to day living, community functioning, interpersonal relationships, problem-solving strategies or new skills acquisition. Psychosocial intervention like social skills training helps in the improvement of social skills of the person with schizophrenia. The applicability of social skills training for the patient with poor social skills has been well evidenced in social work practice. Aim: The present case study aimed to improve the social skills of the person with schizophrenia by using social skills training. Methodology: This case study was a single subject case study done in the inpatient department of LGBRIMH, Tezpur. A case diagnosed with schizophrenia according to ICD-10 criteria was selected. Psychiatric social work assessment was done using clinical and social history proforma, Work Behaviour Inventory, Social Adaptive Functioning Evaluation (SAFE), Positive and Negative Syndrome Scale (PANSS), Social Skills Checklist was administered before and after the intervention. Based on the assessment social skill training was provided to improve the social skills of the client. Results: There were changes observed in pre and post scores of social functioning, social skills, positive and negative symptoms. Significant changes were noticed in social skills and work functioning. Conclusion: Social skills training is effective and can be provided for improving social skills, for enhancing work behaviour and social functioning.

Peningkatan Kemampuan Ketrampilan Sosial Pasien Gangguan Jiwa di Masyarakat dengan Terapi Hortikultura

This study aimed to determine the effect of the development of horticultural therapy to improve the social skills of mental disorders patients in the community. This research's method is quantitative research with a pre-posttest queasy experimental research design with a control group. The study results the social skills score before and after treatment in the intervention group given horticultural therapy was marked with a p-value of 0.01 (&lt;0.05). In conclusion, there is a significant difference in the mean difference in social skills scores between the intervention and control groups.&#x0D; &#x0D; Keywords: Mental Disorders, Social Skills, Horticultural Therapy

The effectiveness of psychodrama on social skills and life satisfaction of disadvantaged early-adolescents

In this study, published in the Zeitschrift fur Psychodrama und Soziometrie, it was aimed to investigate the effectiveness of psychodrama on social skills and life satisfaction of early adolescents living in socioeconomically disadvantaged conditions. This study is a quasi-experimental design with pre-test, post-test and with a control group. Both the experiment group and the control group consisted of 8 members (5 girls, 3 boys). 10-session psychodrama was conducted with the experiment group under supervision. The Children’s Self-Report Social Skills Scale and Brief Multidimensional Student’s Life Satisfaction Scale were used to testing the aim of the study. Mann-Whitney U test and Wilcoxon signed rankings test were used to analyze the data. In psychodrama sessions, according to the needs of the group, individual, mostly group games, role-playing, doubling, role changing techniques were used. There was a significant difference in favour of the experimental group, between the post-test total scores of the social skills of the experimental and control groups after the experiment. However, there was no significant difference between the post-test total life satisfaction scores after the experiment. Results showed a significant difference between before and after the psychodrama experience group the scores of social skills. Also, the scores of the adolescents participating in the study from the multidimensional life satisfaction scale showed a significant difference between before and after the psychodrama experience group. As a result of the study, it was found that psychodrama, affects social skills and life satisfaction of adolescents.

Traditional Game “Bakiak” Assisted Project-Based Learning Model Influences Students’ Social Skills

The problems that underlined this research included: the development of children's social skills was still not optimal, learning models in the classroom were less varied, including in the selection of media and, the interaction of students with other students was still lacking so that learning was still monotonous and less interesting. This study aimed to analyze the effect of the project-based learning model which is assisted with traditional clogs toward the social skills of the fifth-grade elementary school students. The study applied a non-equivalent control group design. Determination of the sample applied random sampling techniques. The population of this study was all students of class V. In this study, the obtained samples were 62 people. Data collection applied observation techniques. The instrument was the observation sheet. The calculation results of average gain in students’ social skills scores were given the treatment of project-based learning models in which learning was assisted with traditional game clogs included 0.295 in the category of very sufficient, while students who were taught conventional learning models had an average score of social skills score of -0.022 , belongs to the less category. Thus, based on these findings, it can be concluded that the project-based learning model assisted by traditional game clogs influences the social skills of fifth grade elementary school students. This model can be used as a choice by teachers to be used as an alternative to improve social skills.

Mandala Coloring as Jungian Art to Reduce Bullying and Increase Social Skills

Background: Bullying and the lack of social skills are essential for future risk-related problems, such as delinquency and feelings of rejection in children. The present study aimed to assess the effects of coloring mandala as Jungian art to reduce bullying and increase social skills in Afghan male working children. Methods: It was a quasi-experimental study with a pre-test, post-test and a control group design. The research population included all 10- to 12-year-old Afghan immigrant boys in Tehran City, Iran, who were studying in Parto School for Working Children, in 2019. The research sample consisted of 30 children who have obtained maximum scores on the Illinois Bully Scale (IBS) and minimum scores on the Teenage Social Skills Inventory (TSSI). The research participants were selected using a convenience sampling method. Then, they were assigned to the control and treatment groups by drawing lots. The treatment group attended ten 45-minute sessions of coloring mandalas and Jungian art. The data collection tools were the IBS: Student Version (Espelage &amp; Holt, 2001) and the TSSI (Inderbitzen &amp; Foster, 1992). The data were analyzed using the one-way Analysis of Covariance (ANCOVA) in SPSS. Results: The present research results suggested that the bullying scores for the participants in the treatment group significantly decreased at the post-test, compared to the pre-test (F=24.29, P=0.001); however, their social skills scores significantly increased at the post-test, in comparison with the pre-test (F=42.41, P=0.001). However, no significant differences were found in the bullying and social skills scores of the controls between the pre-test and post-test phases. Conclusion: Mandala coloring art was effective in reducing bullying behaviors and increasing social skills among the explored Afghan migrant working children. Therefore, this artistic method can be used as a suitable option for psychological therapies, teaching social skills, and creating participation and empathy in children in educational centers and schools for child labor.

Socioemotional Characteristics of Children With and Without Learning Disabilities

The purpose of the study was to characterize the relationships between behavior problems, academic achievement, and loneliness of students in the upper and lower thirds of a social skills classification. Participants were 733 students (359 boys and 374 girls) ages 9 to 14 years, 642 without learning disabilities (LDs) and 91 with LDs. Their homeroom teacher rated their social skills, and accordingly the upper and lower thirds of social skills scores were determined. Results showed differences in behavior problems between the low and high social skills groups. Boys displayed higher rates of behavior problems. Students with LDs achieved lower scores than their peers in academic achievements and higher scores in loneliness. The final model of the binary stepwise logistic regression showed that loneliness, behavior problems, and academic achievements were related to social skills, explaining 60% of the pseudo-variance (Cox &amp; Snell R2 = .60). The findings help target individual variables that can promote school adjustment.

Evaluation of social skills of visual arts teacher candidates according to personality traits

The aim of this research is to examine the social skills of visual arts teacher candidates according to their personality traits in terms of different variables. In the research, relational screening method was used in the descriptive survey model, which is a sub-pattern of quantitative research methods. The study group consists of 193 students (135 female, 58 male) studying in the first-year, second, third and fourth grade and above classes in Trabzon University Faculty of Fatih Education, Fine Arts Education Department, Arts and Crafts Education Program in the 2019-2020 academic year. Personal information form, international personality inventory and social skill inventory were used to collect the research data. SPSS 23.0 package program was used to analyze the obtained data. When the findings of the study regarding the relationships between the personality and social skill scores were analyzed, it was determined that there were significant relationships between the personality and social skill scores.&#x0D; &#x0D; Keywords: Art Education, Personality, Social Skills

Development of social skills during middle childhood: Growth trajectories and school-related predictors

ABSTRACT This study examined the development of social skills across five measurement points from 4th through 7th grade, and the influence of child gender and school-related factors on the level and growth of social skills, in a large sample of normally developing children in Norway (N = 2,076). On average, children’s social skills scores increased slightly, girls received higher scores than boys, and individual order stability was fairly high over time. Growth mixture modeling (GMM) identified three distinct trajectory classes, one with stable average scores over time (72%), and two (14% each) with high initial and declining scores and low initial and increasing scores, respectively. The school-related factors (e.g., student–teacher relationships) predicted social skills development differently within the trajectory classes.

The Relationship between Learned Helplessness and Social skills among Students with Learning Disabilities in the Primary Stage

This study aimed to investigate the relationship between learned helplessness and social skills among students with learning disabilities at primary stage in Taif. A random sample of 149 male and 49 female grades four and five students with learning disabilities in reading and mathematics was selected. The researcher used two scales the learned helplessness scale by (Sorrenti, Filippello, Costa and Buzzai, 2014) and the social skills scale by (Danielson and Phelps, 2003). The results showed that females of learned helplessness (20.40%) were higher than males (12.08%). The results revealed that there is a statistically significant negative correlation between learned helplessness and social skills. There are statistically significant differences between males and females in the degrees of learned helplessness in favor of females. Also, the results show that there are statistically significant differences between males and females in the scores of social skills in favor of females. However, there are no statistically significant differences between those with reading disabilities and those with mathematics learning disabilities in the degrees of learning helplessness. Moreover, there are no differences between those with reading disabilities and those with mathematics learning disabilities in the second dimension of the social skills scale (acceptance and admiration of others) and the third dimension (social naivety). However, there are differences between those with reading disabilities and those with mathematics learning disabilities in the first dimensions and the total score of the social skills scale in favor of those with mathematics learning disabilities.

The Relationship between Learned Helplessness and Social skills among Students with Learning Disabilities in the Primary Stage

This study aimed to investigate the relationship between learned helplessness and social skills among students with learning disabilities at primary stage in Taif. A random sample of 149 male and 49 female grades four and five students with learning disabilities in reading and mathematics was selected. The researcher used two scales the learned helplessness scale by (Sorrenti, Filippello, Costa and Buzzai, 2014) and the social skills scale by (Danielson and Phelps, 2003). The results showed that females of learned helplessness (20.40%) were higher than males (12.08%). The results revealed that there is a statistically significant negative correlation between learned helplessness and social skills. There are statistically significant differences between males and females in the degrees of learned helplessness in favor of females. Also, the results show that there are statistically significant differences between males and females in the scores of social skills in favor of females. However, there are no statistically significant differences between those with reading disabilities and those with mathematics learning disabilities in the degrees of learning helplessness. Moreover, there are no differences between those with reading disabilities and those with mathematics learning disabilities in the second dimension of the social skills scale (acceptance and admiration of others) and the third dimension (social naivety). However, there are differences between those with reading disabilities and those with mathematics learning disabilities in the first dimensions and the total score of the social skills scale in favor of those with mathematics learning disabilities.