Examining the relationship between language ability and social skills in children with mild intellectual disabilities
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Abstract
This study investigated the relationship between language skills and social skills among children with mild intellectual disabilities and examined the extent to which language skills predict social functioning. Although existing research acknowledges the importance of language competence for social interaction, there is limited empirical clarity regarding the strength of this association and its predictive capacity within this population. Addressing this gap, the study aimed to determine the level of language and social skills and explore the predictive contribution of language development to social skill performance. The sample consisted of forty-eight children with mild intellectual disabilities. Data were collected using researcher-developed measures of language skills and social skills, following procedures that ensure validity and reliability. The findings indicated that children demonstrated moderate language development and social functioning, and that a direct and meaningful relationship exists between the two variables. Furthermore, the results revealed that language skills serve as a substantial predictor of social skills. The study concludes that strengthening language competence can contribute to improvements in social interaction, highlighting the need for integrated intervention approaches that prioritize communication development to enhance social participation.
Keywords: Intellectual disabilities; language skills; prediction; social interaction; social skills.
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