The Effect of Self-Care Education on Self-Care Skills and School Sociality

NCT06527118 | Active Not Recruiting

• 1 other identifier: DokuzEU-HSH-GK-01
• Study Type: interventional
• Target: 34
• Locations: 1 country
• Sites: 1

Brief Summary

The aim of this study is to examine the effect of self-care education given to children with educable intellectual disabilities on children\'s self-care skills and school social behaviors. H1a: There is a difference between the mean scores of the children in the experimental and control groups in the \"Eating Skills\" subscale of the Self-Care Skills Checklist according to time (pretest, posttest, 1st follow-up, 2nd follow-up). H1b: There is a difference between the mean scores of the children in the experimental and control groups on the \"Dressing Skills\" sub-dimension of the Self-Care Skills Checklist according to time (pretest, posttest, 1st follow-up, 2nd follow-up). H1c: There is a difference between the mean scores of the children in the experimental and control groups on the \"Personal Care Skills\" sub-dimension of the Self-Care Skills Checklist according to time (pretest, posttest, 1st follow-up, 2nd follow-up). H1d: There is a difference between the mean scores of the children in the experimental and control groups on the \"Social Competence\" sub-dimension of the School Social Behavior Assessment Scale according to time (pretest, posttest, 1st follow-up, 2nd follow-up).

Conditions

Education; Intellectual Disabilities With Other Behavioral Symptoms

Keywords

Child with intellectual disabilities; self-care; socialization

Outcome Measures

Primary Outcomes (2)

• Self-care Skills Checklist Scale

  "Self-Care Skills Checklist Scale" developed by Konya (2007) was used to measure children's self-care skills. The Checklist consists of 3 sections. These are Eating Skills (14 items), Dressing Skills (19 items) and Personal Care Skills (9 items). In order to determine the level of development of the skills in the checklist, "Very Adequate (5 points), Adequate (4 points), Somewhat Adequate (3 points), Inadequate (2 points), Very Inadequate (1 point)" options were used. The minimum score that can be obtained from the scale is 42 and the maximum score is 210. A high score indicates high self-care skills.

  12 Weeks

• School Social Behavior Scale

  It was developed by Kenneth W. Merrell in 1993 in the United States of America as a scale that can be used by classroom teachers or other teachers in K-12 schools (from preschool to high school) to assess individual students. Cognitive-behavioral theory was used in the development of the items. The scale consists of two forms: Form A: Social Competence Form B: Negative Social Behavior Only the Social Competence Form was used in our study. In the final factor analysis of the Social Competence sub-dimension, three factors were identified: Interpersonal Relationships, Self-Control Skills and Academic Skills. The minimum score that can be obtained from the Social Competence form is 32 and the maximum score is 160. A high score indicates that the individual has high social skills.

  12 Weeks

Study Arms (2)

The Group to which the Self-Care Skills Learning Activity Program will be implemented

ACTIVE COMPARATOR

The "Activity Program for Learning Self-Care Skills", which was prepared by the educator after receiving expert opinions, was applied individually to each child in the intervention group for 12 weeks. The training was 1 day a week for 40 minutes.

Other: ACTIVITIES TO LEARN SELF CARE SKILLS

Self-Care Skills Learning Activity Program Not Implemented Group

NO INTERVENTION

No intervention was applied to the control group.

Interventions

ACTIVITIES TO LEARN SELF CARE SKILLS OTHER

This activity program, which was prepared to develop self-care skills, aims to teach self-care skills of children with intellectual disabilities by having fun. The program was prepared by the educator and finalized after the approval of expert opinions.

The Group to which the Self-Care Skills Learning Activity Program will be implemented

Eligibility Criteria

• Age: 6 Years - 10 Years
• Sex: all
• Healthy Volunteers: No
• Age Groups: Child (0-17)

You may qualify if:

• The child has mild and moderate intellectual disability (Determined by the health reports available at the institution. Children with mild and moderate intellectual disability were included in the study).
• Between the ages of 6 and 10
• Volunteering to participate in the study and signing the informed consent form by the child's parent
• Following verbal instructions (determined by the reports given as a result of the evaluation conducted by the Guidance and Research Center)

You may not qualify if:

• Physical disability in addition to mental disability
• Getting sick or having an attack during work
• Illiteracy of parents

Sponsors & Collaborators

• Dokuz Eylul University: lead

Study Sites (1)

Dokuz Eylul University

Izmir, Balçova, 35340, Turkey (Türkiye)

Location

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: NONE
• Purpose: OTHER
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Assistant Profesor

Model Details: pretest-posttest, follow-up control group

Study Record Dates

• First Submitted: July 11, 2024
• First Posted: July 30, 2024
• Study Start: May 12, 2023
• Primary Completion: September 5, 2023
• Study Completion: July 31, 2024
• Last Updated: July 30, 2024

Record last verified: 2024-07

Data Sharing

• IPD Sharing: Will not share

Locations

TU (1)