Samreen Afzal, Irum Siddique, Imtiaz Ahmad Dogar, Waqar Azeem.
Effectiveness of Behavioral Modification Techniques in Children Having Intellectual Disability Pre and Post Evaluation.
J Pak Psych Soc Jan ;17(2):19-22.

OBJECTIVE: To find out the effectiveness of different strategies of behavior modification techniques on children having intellectual disability in specific time period under controlled setting and compare pre and post scores. STUDY DESIGN: ABA research design, Pre and post intervention research design was used in the current study. PLACE AND DURATION OF THE STUDY: The study was conducted in center of children having special needs at Faisalabad (private sector) in duration of 1 year (January 2014 to December 2014). SUBJECTS AND METHODS: 36 children diagnosed with intellectual disability were included in current studies, comprised of 20 boys and 16 girls. A diagnostic criterion of DSM-V for intellectual disability was applied to diagnose the children. Portage Guide to Early Education (PGEE) was selected and then find out the developmental age of children and in some of the cases to find out the functional level of intellectually impaired children. For diagnostic point of view intelligence test includes Slosson Intelligence test was administered for screening children and Colored Progressive Matrices was used to find out the level of mental maturity. Behavior modification techniques that were selected for administration of IEP`s in specific areas were reinforcement techniques, shaping, chaining, prompt-fading and negative punishment. The training program consists of five days per week and four hours per day by the help of team of trained professionals; specifically all were trained clinical psychologists. RESULTS: Repeated measure t-test has shown significant statistical difference between pre and post ratings of the Intellectually Disabled children on all the domains including Self Help, motor, cognitive, language and socialization of PGEE, results shows the difference respectively; t (35)= - 8.82, -8. 393, -7.496. -7.541 & -7.4295, p=.000 two tailed on above mentioned domains. Intellectually disabled children scored higher in post ratings (M=52.25, SD= 15.39); (M=54.58, SD= 12.46); (M=37.25, SD= 18.13) ; (M=43.44, SD= 19.00) ; (M=52.56, SD= 17.33) on Self Help, motor, cognitive. Language and socialization domains of PGEE then pre test rating (m=44.67, SD= 16.44); (m=44.78, SD= 13.52); (M=29.53, SD= 18.13); (M=36.47, SD= 19.74); (M=43.75, SD= 16.83). CONCLUSION: IEP`s do work effectively in dealing with children having special needs with use of behavioral intervention as it was found in our research that drastic change in post rating of each adaptive area like Self help, Motor, Cognitive, Language and Socialization.

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