Date of Award
Summer 7-11-2013
Degree Type
Thesis
Degree Name
Master of Arts (MA)
Department
Psychology
First Advisor
Diana Robins
Second Advisor
Frank Floyd
Third Advisor
Wing Yi Chan
Abstract
Numerous skill deficits interfere with the social functioning of children with intellectual (ID) and learning disabilities (LD). Due to the limited effectiveness of social skill interventions for this population, it is necessary to explore additional opportunities for social skill acquisition. Research suggests that extracurricular activity participation positively influences adolescent development; however, little is known about the benefits of activity participation for children with ID and LD. This study investigated the impact of frequency and type of extracurricular activity on the social competence of 7-12 year old children with ID (n=42) and LD (n=53), in comparison to their typically developing peers (TD; n=24). More time involved in unstructured activities was related to higher ratings of social competence. Greater participation in unstructured extracurricular activities was particularly beneficial for children with ID. Future research on the quality of involvement is necessary to further understand what specific aspects of activities facilitate social development.
DOI
https://doi.org/10.57709/4304528
Recommended Citation
Brooks, Bianca A., "Extracurricular Activities And The Development Of Social Skills In Children With Intellectual And Learning Disabilities." Thesis, Georgia State University, 2013.
doi: https://doi.org/10.57709/4304528