期刊名称：International Journal of Early Childhood Special Education
电子版ISSN：1308-5581
出版年度：2020
卷号：12
期号：2
页码：115-124
DOI：10.9756/INT-JECSE/V12I2.201063
出版社：International Journal of Early Childhood Special Education
摘要：The aim of the present study was to determining the effect of mindfulness intervention on social skills of the students with specific learning disability (SLD). For this purpose, in a single- subject multiple baseline across subjects, three students with SLD in the third grade of primary school were selected as participants. The instrument for assessment of social skills was social skills rating system (SSRS) by Gresham, & Elliott, in a checklist format that was completed by parents. Mindfulness intervention was conducted in eight 45-minutes’ sessions individually, in a single subject multiple baseline across subjects. The checklist of social skills were completed by the parents during the base line, intervention, and follow-up procedures. Comparing the participants’ performance in the base line, intervention and follow-up procedures demonstrated that the mindfulness intervention had positive effects on the social skills of all the three participants. This study demonstrated that mindfulness intervention improves social skills in children with SLD.
