Volume 4, Issue 4 (Winter 2015)                   MEJDS (2015) 4: 1 | Back to browse issues page

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Veysi E, Hemati Alamdarloo G. A Developmental Comparison of Emotional/Behavioral Problems in Students with Intellectual Disability. MEJDS. 2015; 4 (4) :1-12
URL: http://jdisabilstud.ir/article-1-362-en.html
1- University of Shiraz
Abstract:   (11690 Views)
Abstract 
Objective: The purpose of this study was a developmental comparison of behavioral/emotional problems in students with intellectual disability.
Methods & Materials: 120 students, consisting of 60 male and 60 female students in the age groups of 9 to 12 years, 12 to 15 years and 15 to 18 years were selected from the schools of students with intellectual disabilities of Shiraz School District 1 (the referring District) by purposeful sampling and then, they were compared. In this study, the behavioral/emotional problems of the students were evaluated using Enfield and Tonge Behavioral/Emotional Problems checklist (2002), the Teacher’s form, which has the five subscales of Disruptive/Antisocial, Self-Absorbed, Communication Disturbance, Anxiety and Social Relating. For analysis of data, we used two way ANOVA and multivariate ANOVA.
Results: Research findings showed that the difference of the total scores relevant to the emotional/behavioral problems of students with intellectual disability according to age group is not significant, But according to gender and interaction of gender and age group is significant (p<0.05). Moreover, about subscales of behavioral/emotional problems results showed that there were no significant differences in subscales of behavioral/emotional problems according to age group. However there was a significant differences in disruptive/antisocial behavior, self-absorbed and anxiety subscales according to the gender of the students (p<0.05). Also there was a significant difference in all subscales according to the interaction between gender and age group (p<0.05).
Conclusions: Therefore, the development of behavioral/emotional problems in students with intellectual disability is an invariable. But in the behavioral/emotional problems, there are differences between male and female students.
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Type of Study: Original Research Article | Subject: Rehabilitation
Received: 2014/08/1 | Accepted: 2014/09/4

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