Social skills of children with and without dyslexia and/or developmental coordination disorder in Physical Education
Abstract
Children with Dyslexia and/or Developmental Coordination Disorder, besides difficulties in the academic and motor domains, face problems of social inclusion and adaptation. The purpose of this research was to compare the social skills of children with and without comorbidity (Dyslexia and Developmental Coordination Disorder) aged 9 to 12 years. 120 children rated of 4th 5th and 6th grade children from of different regions of Greece. Of the 120 children, 53 were children with Dyslexia and/or Developmental Coordination Disorder, diagnosed by the Center for Differential Diagnosis, Diagnosis and Support and 67 children without corresponding difficulties. The Matson Evaluation of Social Skills with Youngsters - MESSY II questionnaire (Matson, Neal, Worley, Kozlowski & Fodstad, 2012) as it is referred by Masadis Fillipou, Derri, & Papaionnou (2016) was used to assess the social skill performance of students. Two-Way Analysis of Variance was applied. The results showed that there was a statistically significant group X class interaction in hostile behaviors and over-confidence behaviors. Fourth grade children with co-morbidity displayed higher scores in hostile social behaviors than children without corresponding difficulties, but also more over-confidence behaviors. On the contrary, fewer appropriate behaviors were observed in the 4th and 5th grades It is likely that the inability of children with difficulty to perform well in motor activities makes them more aggressive. However, the lesson of physical education at school can actually act as a means of developing social skills. Future research could promote interventional socialization programs for students with co-morbidity.References
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