Promoting Social Skill Learning Through Sport Socialization Intervention among Children with Intellectual Disability (ID) in Kenya: A Single Subject Experimental Research
- June 23, 2019
- Posted by: RSIS
- Category: Social Science
International Journal of Research and Innovation in Social Science (IJRISS) | Volume III, Issue VI, June 2019 | ISSN 2454–6186
Roselyne Odiango1, Bukhala Peter2, Gordon Nguka3
1&2 Department of Health promotion & Sport Science, School of Public Health, Biomedical Sciences and Laboratory Technology. Masinde Muliro University of Science and Technology, Kenya
3 Department of Nutritional sciences, School of Public Health, Biomedical Sciences and Laboratory Technology. Masinde Muliro, University of Science and Technology Kakamega, Kenya
Abstract: – This study evaluated the effect of sport socialization intervention programme on social skill learning levels in Seven (7) children with intellectual disability (ID) in Kakamega, Kenya. The intervention involved instructing, prompting, Individualized Educational Programme (IEP) and cueing child with ID into action.
Methodology: Single Subject (SSD) quasi-experimental research design was used. Data was collected at three weeks interval during baseline, Treatment and reversal treatment Fourteen (14) weeks later. Data collection instruments: a 3-5-miute Video capture, Peer Social Task Rating Scale (PSTRS) observation checklists.
Data analysis: Data was analyzed by visual analysis, video coding and Null hypotheses tested by Statistical Process Control (SPC). Level of significance was set at -+3SD above UCL in SPC.
Results: The overall findings of this study showed all children had lower social skill functioning at pretest compared to posttest. Skills learnt were generalizable. Each Child in the programme recorded significant improvements after intervention with YAMY 3 at 56.7%, YAKS 4 at 60%, YAKS 5 at 63.3%, YAKS 6 at 51.6%, YARO 7 at 56.7%, YARO 8 at 48.3% and YARO 9 at 50% magnitude of improvement respectively Null hypothesis that expected no significant difference on child learning after intervention was rejected with Results from the data analysis also indicated that all the Children recorded Nine (9) consecutive point runs above the Upper Control Limit (UCL): YAMY3 standard deviation of MR score at 3.17, 2.53 for YAKS 4, 2.28 for YAKS 5, 2.59 for YAKS 6, 3.17 for YARO 7, 2.34 for YARO8 and 2.34 for YARO 9.esults demonstrating .
Conclusion: The intervention programme was effective in enhancing social skill learning of Children with ID and should be availed to all children with ID at school level. The study recommends that the study be replicated on Children with Autism Spectrum disorder (ASD). This study was significant in contributing to the attainment of UN general assembly’s sustainable Development goal (SDG4) on inclusion.
Key words: Social Skills, socialization, intellectual disability, intervention.
