Effectiveness of Computer games of Emotion Regulation on Social skills of Children with Intellectual Disability

Kashani-Vahid, Leila; Mohajeri, Marzieh; Moradi, Hadi; Irani, Atefeh

doi:10.1109/dgrc.2018.8712024

Cited by 8 publications

(9 citation statements)

References 12 publications

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“…( American Psychiatric Association, 2013 ). The ability to recognize and produce emotions contributes to successful social adaptation and facilitates coping in a social environment ( Kashani-Vahid et al, 2018 ). On the other hand, difficulties in understanding emotions may affect social adaptation and integration of people with ID ( Trentacosta and Fine, 2010 ) and cause aggressive outbursts ( Matheson and Jahoda, 2005 ).…”

Section: Introductionmentioning

confidence: 99%

Searching for Best Predictors of Paralinguistic Comprehension and Production of Emotions in Communication in Adults With Moderate Intellectual Disability

et al. 2022

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Paralinguistic comprehension and production of emotions in communication include the skills of recognizing and interpreting emotional states with the help of facial expressions, prosody and intonation. In the relevant scientific literature, the skills of paralinguistic comprehension and production of emotions in communication are related primarily to receptive language abilities, although some authors found also their correlations with intellectual abilities and acoustic features of the voice. Therefore, the aim of this study was to investigate which of the mentioned variables (receptive language ability, acoustic features of voice, intellectual ability, social-demographic), presents the most relevant predictor of paralinguistic comprehension and paralinguistic production of emotions in communication in adults with moderate intellectual disabilities (MID). The sample included 41 adults with MID, 20–49 years of age (M = 34.34, SD = 7.809), 29 of whom had MID of unknown etiology, while 12 had Down syndrome. All participants are native speakers of Serbian. Two subscales from The Assessment Battery for Communication – Paralinguistic comprehension of emotions in communication and Paralinguistic production of emotions in communication, were used to assess the examinees from the aspect of paralinguistic comprehension and production skills. For the graduation of examinees from the aspect of assumed predictor variables, the following instruments were used: Peabody Picture Vocabulary Test was used to assess receptive language abilities, Computerized Speech Lab (“Kay Elemetrics” Corp., model 4300) was used to assess acoustic features of voice, and Raven’s Progressive Matrices were used to assess intellectual ability. Hierarchical regression analysis was applied to investigate to which extent the proposed variables present an actual predictor variables for paralinguistic comprehension and production of emotions in communication as dependent variables. The results of this analysis showed that only receptive language skills had statistically significant predictive value for paralinguistic comprehension of emotions (β = 0.468, t = 2.236, p < 0.05), while the factor related to voice frequency and interruptions, form the domain of acoustic voice characteristics, displays predictive value for paralinguistic production of emotions (β = 0.280, t = 2.076, p < 0.05). Consequently, this study, in the adult population with MID, evidenced a greater importance of voice and language in relation to intellectual abilities in understanding and producing emotions.

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Section: Introductionmentioning

confidence: 99%

Searching for Best Predictors of Paralinguistic Comprehension and Production of Emotions in Communication in Adults With Moderate Intellectual Disability

et al. 2022

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“…However, Khodabakhshi-Kooalee ( 60 ) stated that using only boys was a study limitation. Two of the studies, Olçay Gül ( 56 ) and Kashani-Vahid et al ( 59 ), did not indicate the gender of the participants. The cumulative number of participants in the study included in this review were two hundred and seventy-seven (277), 61% of the participants were males, 34% (155) were females, and 5% ( 24 ) unidentified.…”

Section: Resultsmentioning

confidence: 97%

“…The interventions were classroom-based interventions ( 54 ), emotional intelligence training ( 55 ), and combined use of video modelling and social stories ( 56 ). Other interventions used were peer tutoring and storytelling ( 57 ), the use of a peer network intervention ( 58 ), and computer games of emotion regulation ( 59 ). The studies of Khodabakhshi-Kooalee et al ( 60 ) and Park et al ( 61 ) investigated puppet play therapy and video modelling, respectively.…”

Section: Resultsmentioning

confidence: 99%

“…The study by Olsson et al ( 63 ) varied the duration of the intervention with children being trained for 60 min and adolescents for 90 min per week over 12 sessions. Two studies did not specify the number of weeks or months the interventions lasted ( 56 , 59 ). Adeniyi and Omigbodun ( 54 ) provided an 8-week intervention, while Jacob et al ( 57 ) provided 30 sessions over a period of 10 weeks.…”

Section: Resultsmentioning

confidence: 99%

“…The mean age of the participants ranged from 7 to 25 years. Kashani-Vahid et al ( 59 ) did not specify the age range of study participants.…”

Section: Resultsmentioning

confidence: 99%

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Strategies for enhancing social skills of individuals with intellectual disability: A systematic review

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Edozie

Pillay

2022

Front. Rehabilit. Sci.

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Individuals with intellectual disability who suffer from comorbid mental health problems are likely to experience difficulties in socialising. Deficits in social skills are also associated with challenging behaviours and self-injury. This paper presents global evidence from a systematic review of literature on such issues as ‘interventions’; ‘social skills development’, and ‘individuals with intellectual disability’. A thorough search of various bibliographic databases identified 1 124 academic papers. Ten papers met the inclusion criteria for in-depth analysis concerning the use of interventions to develop social skills among individuals with intellectual disability. The study revealed that the social skills of individuals with intellectual disability had been fostered using different strategies, such as classroom-based intervention, emotional intelligence training, use of a peer network intervention, computer games of emotion regulation, and puppet play therapy. Furthermore, the findings suggest that various aspects like communication, bridging the gap in social skills deficits, emotional recognition and regulation, and adaptive behaviour were fostered using the identified intervention strategy. This review revealed that social skills interventions appeared modestly effective but may not be generalisable to school settings or self-reported social behaviour for individuals with intellectual disability. It is also necessary to increase the sample size in future studies to draw generalisable conclusions.

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Technology for supporting emotion regulation of individuals with developmental disabilities: A scoping review

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2023

Research in Developmental Disabilities

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Effectiveness of Computer games of Emotion Regulation on Social skills of Children with Intellectual Disability

Cited by 8 publications

References 12 publications

Searching for Best Predictors of Paralinguistic Comprehension and Production of Emotions in Communication in Adults With Moderate Intellectual Disability

Searching for Best Predictors of Paralinguistic Comprehension and Production of Emotions in Communication in Adults With Moderate Intellectual Disability

Strategies for enhancing social skills of individuals with intellectual disability: A systematic review

Technology for supporting emotion regulation of individuals with developmental disabilities: A scoping review

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