Examining the Effectiveness of Pre-Communication Skills Training on Social Interactions and Social Competence in Children with Intellectual Disability

Abstract

This study aimed to examine the effectiveness of pre-communication skills training in increasing social interactions and improving social competence among children with intellectual disability. This applied study employed a quasi-experimental pretest–posttest design with a control group. The population consisted of primary school students with intellectual disability enrolled at Shokoofeh Special School in Manoojan during the 2024–2025 academic year. A sample of 40 children was selected through simple random sampling and randomly assigned to an experimental group (n=20) and a control group (n=20). The experimental group received 12 sessions of 60-minute pre-communication skills training, while the control group continued routine school instruction. Data were collected using the Social Interactions Questionnaire (Kadjo et al., 2004) and a Social Competence Questionnaire (Parandin) based on Flenner’s model (2002). Multivariate and univariate analyses of covariance were conducted using SPSS version 26. MANCOVA indicated a significant group effect on the combined dependent variables of social interactions and social competence (Pillai’s Trace=0.731; Wilks’ Lambda=0.269; F(2,35)=47.46; p=0.001; η²=0.731). After controlling for pretest scores, significant posttest differences were found between groups for social interactions (F(1,39)=50.18; p=0.001; η²=0.582) and social competence (F(1,39)=35.73; p=0.001; η²=0.498). Univariate ANCOVA further confirmed significant effects of the intervention on social interactions (F(1,37)=48.54; p=0.001; η²=0.567) and social competence (F(1,37)=33.16; p=0.001; η²=0.473). Pre-communication skills training significantly improves social interactions and social competence in children with intellectual disability, supporting its inclusion in special education and rehabilitation programs.