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

Dokuz Eylül University (DEU)

Status: Active, not recruiting

Conditions: Education; Intellectual Disabilities With Other Behavioral Symptoms

Treatments: Other: ACTIVITIES TO LEARN SELF CARE SKILLS

Study type: Interventional

Funder types: Other

Identifiers

NCT06527118

DokuzEU-HSH-GK-01

Details and patient eligibility

About

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).

Full description

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).

Enrollment: 34 estimated patients

Sex: All

Ages: 6 to 10 years old

Volunteers: No Healthy Volunteers

Inclusion criteria

• 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)

Exclusion criteria

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

Trial design

Primary purpose: Other

Allocation: Randomized

Interventional model: Parallel Assignment

Masking: None (Open label)

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34 participants in 2 patient groups

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

Active Comparator group

Description:

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.

Treatment:

Other: ACTIVITIES TO LEARN SELF CARE SKILLS

Self-Care Skills Learning Activity Program Not Implemented Group

No Intervention group

Description:

No intervention was applied to the control group.