Effect of Physical Education and Play Applications on School Social Behaviors of Mild-Level Intellectually Disabled Children
Abstract
:1. Introduction
2. Materials and Methods
2.1. Participants
2.2. Data Collection Tools
2.3. School Social Behaviour Scales (SSBS)
2.4. Data Collection
2.5. Data Analysis
3. Results
4. Discussion
5. Conclusions
Author Contributions
Funding
Acknowledgments
Conflicts of Interest
References
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Experimental Group | Control Group | |||
---|---|---|---|---|
Age | No. | % | No. | % |
7 | 3 | 30 | 4 | 40 |
8 | 4 | 40 | 4 | 40 |
9 | 3 | 30 | 2 | 20 |
Sex | No. | % | No. | % |
Girls | 3 | 30 | 3 | 30 |
Boys | 7 | 70 | 7 | 70 |
Exp. Control | No. | Mean Rank | Sum of Rank | U | Z | P | |
---|---|---|---|---|---|---|---|
Interpersonal relationships | Exp. | 10 | 10.25 | 102.50 | 47.500 | −0.190 | 0.849 |
Control | 10 | 10.75 | 107.50 | ||||
Self-control | Exp. | 10 | 7.90 | 79.00 | 24.000 | −1.974 | 0.052 |
Control | 10 | 13.10 | 131.00 | ||||
Academic skills | Exp. | 10 | 10.50 | 105.00 | 50.000 | 0.000 | 1.000 |
Control | 10 | 10.50 | 105.00 | ||||
Aggressive-nervous | Exp. | 10 | 11.55 | 115.50 | 39.500 | −0.800 | 0.424 |
Control | 10 | 9.45 | 94.50 | ||||
Antisocial-aggressive | Exp. | 10 | 10.95 | 109.50 | 45.500 | −0.364 | 0.716 |
Control | 10 | 10.05 | 100.50 | ||||
Destructive-demanding | Exp. | 10 | 10.20 | 102.00 | 47.000 | −0.229 | 0.819 |
Control | 10 | 10.80 | 108.00 |
N | Mean Ranks | Sum of Ranks | Z | P | |||
---|---|---|---|---|---|---|---|
Interpersonal relationships | Post-test Pre-test | Negative Ranks | 0 | 0.00 | 0.00 | −2.805 | 0.005 * |
Positive Ranks | 10 | 5.50 | 55.00 | ||||
No Difference | 0 | ||||||
Self-control | Post-test Pre-test | Negative Ranks | 0 | 0.00 | 0.00 | −2.818 | 0.005 * |
Positive Ranks | 10 | 5.50 | 55.00 | ||||
No Difference | 0 | ||||||
Academic skills | Post-test Pre-test | Negative Ranks | 0 | 0.00 | 0.00 | −2.809 | 0.005 * |
Positive Ranks | 10 | 5.50 | 55.00 | ||||
No Difference | 0 | ||||||
Aggressive-nervous | Post-test Pre-test | Negative Ranks | 8 | 4.50 | 36.00 | −2.524 | 0.012 * |
Positive Ranks | 0 | 0.00 | 0.00 | ||||
No Difference | 2 | ||||||
Antisocial-aggressive | Post-test Pre-test | Negative Ranks | 4 | 2.50 | 10.00 | −1.826 | 0.068 |
Positive Ranks | 0 | 0.00 | 0.00 | ||||
No Difference | 6 | ||||||
Destructive-demanding | Post-test Pre-test | Negative Ranks | 4 | 5.38 | 21.50 | −0.119 | 0.905 |
Positive Ranks | 5 | 4.70 | 23.50 | ||||
No Difference | 1 |
Experimental Control | N | Mean Ranks | Sum of Ranks | U | Z | P | |
---|---|---|---|---|---|---|---|
Interpersonal relationships | Exp. | 10 | 15.25 | 152.50 | 2.500 | −3.599 | 0.000 * |
Control | 10 | 5.75 | 57.50 | ||||
Self-control | Exp. | 10 | 13.35 | 133.50 | 21.500 | −2.176 | 0.030 * |
Control | 10 | 7.65 | 76.50 | ||||
Academic skills | Exp. | 10 | 14.40 | 144.00 | 11.000 | −2.962 | 0.003 * |
Control | 10 | 6.60 | 66.00 | ||||
Aggressive-nervous | Exp. | 10 | 8.75 | 87.50 | 32.500 | −1.330 | 0.184 |
Control | 10 | 12.25 | 122.50 | ||||
Antisocial-aggressive | Exp. | 10 | 10.05 | 100.50 | 45.500 | −0.373 | 0.709 |
Control | 10 | 10.95 | 109.50 | ||||
Destructive-demanding | Exp. | 10 | 11.15 | 111.50 | 43.500 | −0.501 | 0.616 |
Control | 10 | 9.85 | 98.50 |
Parameter | Std. S. | Mean Ranks | 2 | Sd. | p | |
---|---|---|---|---|---|---|
Academic skills | ||||||
Pre-test | 21.300 | 5.417 | 1.05 | 18.541 | 2 | 0.000 * |
Post-test | 27.000 | 2.943 | 2.90 | |||
Retention test | 25.000 | 2.905 | 2.05 | |||
Interpersonal relationships | ||||||
Pre-test | 26.300 | 7.513 | 1.00 | 18.667 | 2 | |
Post-test | 46.300 | 5.143 | 3.00 | 0.000 * | ||
Retention test | 40.300 | 2.830 | 2.00 | |||
Self-control | ||||||
Pre-test | 29.700 | 6.896 | 1.00 | 20.000 | ||
Post-test | 41.000 | 4.830 | 3.00 | 2 | 0.000 * | |
Retention test | 38.900 | 5.216 | 2.00 | |||
Aggressive-nervous | ||||||
Pre-test | 26.100 | 8.265 | 2.90 | 14.105 | ||
Post-test | 21.000 | 4.876 | 1.30 | 2 | 0.001 * | |
Retention test | 22.500 | 5.338 | 1.80 | |||
Antisocial- aggressive | ||||||
Pre-test | 14.200 | 7.036 | 2.40 | |||
Post-test | 11.500 | 2.677 | 1.70 | 7.538 | 2 | 0.000 * |
Retention test | 11.600 | 2.875 | 1.85 | |||
Düz mekik | ||||||
Pre-test | 14.100 | 7.233 | 1.00 | |||
Post-test | 19.300 | 7.196 | 2.10 | 19.158 | 2 | 0.023 * |
Retention test | 20.200 | 6.941 | 2.90 | |||
Destructive-demanding | ||||||
Pre-test | 15.500 | 3.979 | 2.05 | |||
Post-test | 15.600 | 1.646 | 2.40 | 4.056 | 2 | 0.132 |
Retention test | 14.400 | 1.712 | 1.55 |
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Yılmaz, A.; Soyer, F. Effect of Physical Education and Play Applications on School Social Behaviors of Mild-Level Intellectually Disabled Children. Educ. Sci. 2018, 8, 89. https://doi.org/10.3390/educsci8020089
Yılmaz A, Soyer F. Effect of Physical Education and Play Applications on School Social Behaviors of Mild-Level Intellectually Disabled Children. Education Sciences. 2018; 8(2):89. https://doi.org/10.3390/educsci8020089
Chicago/Turabian StyleYılmaz, Atike, and Fikret Soyer. 2018. "Effect of Physical Education and Play Applications on School Social Behaviors of Mild-Level Intellectually Disabled Children" Education Sciences 8, no. 2: 89. https://doi.org/10.3390/educsci8020089