Comparison of social skills and problem behaviours of children with different developmental disabilities

Abstract

Objectives

Difficulties in social skills, such as a lack of understanding of emotions and thoughts, deficiencies in problem-solving, and struggles in establishing peer correlations, can negatively impact both the social and academic dimensions of one’s life, resulting in the emergence of problematic behaviors. Studies have consistently shown a correlation between the social skills and problem behaviors of children with developmental disabilities. Therefore, it may be essential to compare the social skills and problem behaviors across various developmental disabilities and understand the correlation between them to design effective intervention programs.

Methods

In this study, the social skills and problem behaviors of 172 children and 18 teachers in inclusive classrooms, special education classrooms, and special education schools were analyzed. The Social Skills Rating System-Teacher Form assessed children’s social skills and problem behavior profiles with different developmental disabilities.

Results

The findings revealed that children with autism spectrum disorder exhibited the most significant social skill deficits and the most intense problem behaviors. Following autism spectrum disorder, those with intellectual disabilities, learning difficulties, and language and speech difficulties experienced elevated levels of social skill deficits. In terms of problem behaviors, after autism spectrum disorder, those with intellectual disabilities, language and speech difficulties, and learning difficulties exhibited the most intense problem behaviors. Gender differences were observed, with girls demonstrating higher social skills and lower problem behaviors than boys. Children with developmental disabilities receiving inclusive education showed higher social skills than those educated in special education schools. Additionally, a strong negative correlation between the social skills and problem behaviors of children with developmental disabilities was identified.

Conclusions

Our results show that social skills and problem behaviors of children with developmental disabilities vary according to the type of disability, age, gender, and educational settings. In addition, our results show that improving the social skills of children with developmental disabilities can effectively prevent and reduce problem behaviors.

Keywords:

• Social skills rating system
• developmental disabilities
• social skills
• problem behaviours

Acknowledgments

The study findings were presented as an oral presentation by the 33rd National Special Education Congress, Türkiye, 2023.

Authors’ contributions

HUA and EC took part in the collection of research data. HUA analyzed the data. The research was reported and edited by HUA and ICT. ICT guided and advised the design and conduct of the research.

Statements and declarations

The authors declare that they have obtained the data, information, and documents presented in this study within the framework of academic and ethical rules. We have presented all information, documents, evaluations, and results according to scientific ethics.

Code availability

In the study, attention was paid to code availability.

Disclosure statement

The authors may grant access to the data upon reasonable request.

Data availability statement

The authors may grant access to the data upon reasonable request.

Additional information

Funding

No funding was received to conduct this study.