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EDUCATIO : Journal Of Education 
Volume 6 , Number 2, August 2021 

 ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online)  

  

  

The Effectiveness of a Training Program Based on Erikson's 

Theory in Developing Independence Skills among Students 

with Learning Disabilities In Jordan 
 

Mohmmad Ahmad khasawneh 
King Khalid University, Saudi Arabia  

mkhasawneh@kku.edu.sa 

 

Accepted: 
May 13rd  2021 

Reviewed:  
2120 th51July  

Published:  
2021 th0August 3 

 
Abstract : This study aimed at identifying the effectiveness of a training program based on 
Erikson's theory in developing independence skills among students with learning 
disabilities in Jordan. The study population consisted of students with learning disabilities 
enrolled in resource rooms in public basic schools in Mafraq city for the academic year 
2007/2008. The study sample consisted of sixty male and female students from the third, 
fourth, fifth, and sixth grades in the schools of Mafraq city, who were diagnosed by the 
resource room teacher as students with LDs. The sample was divided equally into two 
experimental and control groups. To achieve the objectives of the study, a collective 
training program was built, and the program included various activities and events carried 
out by the researcher and the resource room teacher in different ways and methods. The 
results of the study showed that there were statistically significant differences at (α < 0.05)) 
in the independence skills between the mean scores of the experimental and control groups 
on the post-test, and the difference was in favor of the experimental group. The results also 
showed no statistically significant differences at (α < 0.05)) in independence skills due to 
the interaction between gender and group variables on the post-test. There are statistically 
significant differences at (α < 0.05)) in the independence skills between the experimental 
and control group on the follow-up test, and the differences were in favor of the 
experimental group. The results were discussed in the light of the theoretical framework of 
the study and the results of previous studies and research in the field, then a set of 
educational recommendations and proposed studies were presented. 
 

Keywords: Erikson's theory, students with LDs, independence skills,  

  

INTRODUCTION  

Mercer mentions that in the seventies of the last century, several studies appeared 

that aimed to study the social aspects of children with learning disabilities1. These studies 

concluded with the existence of several symptoms that appear on such students, such as 

lack of social realization, lack of self-concept, and distraction in attention. Therefore, the 

social development of students with learning disabilities and other similar segments 

received more attention in the eighties of the same century, and this interest is continuing, 

 
1  Cornelia Schneider, “ C. Barnes and G. Mercer, Exploring Disability: A Sociological Introduction ,” 

International Sociology (2012). 

mailto:mkhasawneh@kku.edu.sa


 

 

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as the number of research and studies in this field increased to find effective solutions2. 

This field has originated in the United States of America, and it quickly began to move to 

other Arab and foreign countries. In Jordan, the field of education witnessed a 

comprehensive review of the educational process in the late eighties of the last century. 

Education Law No. 3 of 1994 states that education is a social necessity and learning is a 

right for all. Princess Tharwat College in Jordan is considered an important edifice and 

landmark in the Arab world, which aims to prepare the teacher who can deal with students 

with learning disabilities, diagnostically and curatively, in a specialized educational 

environment, which is the resource room. This development was demonstrated by the 

increase in the number of resource rooms in the public and private sectors, where the 

number of students benefiting from these rooms until the academic year (2004/2005) was 

(8162) male and female students. Students with LDs had an estimated percentage of (10-

12%) of the number of students in public basic schools within the Hashemite Kingdom of 

Jordan (Ministry of Education, 1999). 

As explained by Hallahan, Kauffman, Lyod, and Martinez, children who suffer from 

learning disabilities show a disparity between their actual mental abilities and the real level 

of performance on their part, due to basic disorders in the learning process which may or 

may not be accompanied by a clear imbalance in the functioning of the central nervous 

system3. These disorders are not considered secondary to mental retardation, educational 

cultural deprivation, or severe emotional disturbance. It is possible to refer to the proposal 

described by Kirk and Chalfant, and from here this study came to meet this need4.  

Therefore, the purpose of this study is to identify the effectiveness of a training 

program based on Erikson's theory in developing the independence skills of resource room 

students with learning disabilities.  

The significance of this study stems from the importance of the learning disability 

category and their need for someone to raise their level to normal, through a training 

program to develop their independence. Developing independence for students enables 

them to self-regulate their emotions, in addition to controlling their body movements. This 

could happen through a set of activities that the teacher devises for students to help them 

control themselves and those around them and thus contribute to developing their sense of 

independence, which makes them more self-confident, and even provides them with 

appropriate opportunities for cognitive, social and emotional development. Thus, the 

student will be able to obtain a moral concept of distinguishing between permissible 

behavior and not allowed behavior. However, if the student in the achievement stage 

mastered the knowledge and mental skills, he will develop a sense of achievement. Erikson 

argues, as stated in Abu Ghazalthat the student's concept of himself depends on the skills 

 
2  Murad A Al-Bustanji et al., “Preservice Special Education Teachers’ Levels of Knowledge of 

Behavior Modification Principles,” Journal of Studies in Education 8 (2018): 35–50. 
3  Daniel P Hallahan et al., “Learning Disabilities: Foundations, Characteristics, and Effective 

Teaching,” Boston, Person Education 686 (2005): 195–221; D P Hallahan et al., “Learning Disabilities: 
Foundations,” Characteristics and Effective Teaching (2005): 277–280. 

4 S Kirk and J Chalfant, “Developmental and Academic Learning Disabilities,” Denver: Love 1 (1984). 



 

 

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he learns and the extent of his achievement, so the teacher must orient students towards 

challenging skills that match their abilities5. 

This study is limited to a sample of students who suffer from learning disabilities and 

who are enrolled in resource rooms in public schools in Mafraq city in Jordan. The results 

of this study are also determined by the validity and reliability of the tools used, as they 

were prepared by the researcher. The results of this study are determined by the extent of 

resource room teachers’ ability to apply the training program and the ability to measure 

their response to the scale that has been prepared for this purpose. 

 

LITERATURE REVIEW 

Many scholars of special education and those working in this field agree that special 

education is primarily concerned with the design of educational programs and educational 

methods for students who need special educational care, and accordingly, it can be said that 

children with learning disabilities must be covered by services of special education.  

Since we do not disagree with the current trends in special education that focus on issues 

related to learning disabilities; It is necessary to confront this problem and study it using 

scientific methods, and to draw the appropriate strategy to try to reach projects solutions or 

at least to mitigate its severity. 

Accordingly, it was necessary to clarify the importance of treating cases of learning 

disabilities in the early school stages, studying the manifestations and symptoms of this 

condition, and finding appropriate programs and methods to teach this group in the 

different educational stages to improve their academic achievement. The multiplicity of 

sources in the field of learning disabilities has been reflected in the adoption by 

governmental and non-governmental organizations, psychologists and educators, of 

different definitions and theoretical premises, and each of them emphasizes certain 

characteristics, dimensions, or aspects. 

 

Erikson's psychosocial development theory 

Erikson believes that every age stage has social requirements that the child must 

fulfill to ensure sound social development. He argues that Man is exposed during his life 

cycle to a large and successive number of social pressures imposed on him by various social 

institutions, and these pressures constitute problems that people must solve6. Erikson 

suggests a concept for each one of these problems, and the person must work hard to solve 

every crisis he faces in a positive way to achieve the requirements of social growth and 

continue its normal development7. 

 
5  M M Abu Ghazal, “Theories of Human Development and Its Educational Applications,” Dar Al-

Masirah for Publishing and Distribution, First Edition, Amman (2006). 
6  Yael Gross, “Erikson’s Stages of Psychosocial Development,” in The Wiley Encyclopedia of Personality 

and Individual Differences, 2020; Jer Trinidad, “Erik Erikson’s Psychosocial Development,” Slide Share, 2013. 
7  Li fang Zhang, “Erikson’s Theory of Psychosocial Development,” in International Encyclopedia of the 

Social & Behavioral Sciences: Second Edition, 2015; Ellen B. Braaten, “Erikson’s Theory of Psychosocial 
Development,” in The SAGE Encyclopedia of Intellectual and Developmental Disorders, 2018. 



 

 

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Erikson believes that the individual's identity grows through a series of 

psychosocial development crises, which lead to the growth or regression of the personality 

and makes the personality more or less integrated. Erikson believes that the individual is 

forced to interact with broad societal groups, and through this interaction, the individual 

has an opportunity to develop a normal personality capable of perceiving and 

understanding himself, and the world around him8  

 

The relationship between independence skills and learning disabilities 

There is a close relationship between independence skills and learning disabilities. A 

student who lacks independence skills is unable to maintain the cleanliness of his external 

appearance and cannot arrange his books by himself and becomes more dependent on 

others. As for the student who lacks independence skills, he cannot initiate conversations, 

does not establish a relationship with others, and does not participate in activities. 

Therefore, it was necessary to focus on the independence skills of students with LDs 

through a training program to develop these skills among these students. Al-Zayat  argues 

that studies and research conducted in the field of social disabilities indicate that children 

with LDs lack social skills in dealing with peers, they also lack sensitivity to others and 

appropriate awareness of social situations and that they suffer from social rejection, and 

personal and social maladaptation9. 

Goering mentions that many studies confirm that the weakness of social skills among 

people with learning disabilities is related to the level of social ostracism that people with 

learning disabilities receive from their ordinary peers10. The results of many studies confirm 

the importance of social skills for people with learning disabilities as prerequisites for 

success in school work and in different aspects of life, which means the importance of 

gaining them to increase the rate of social growth with others, and then their social 

acceptance. 

 

Previous Studies 

Dyson  investigated the conditions of children with learning difficulties within the 

family context, comparing them with their siblings in general self-concept, academic self-

concept, and social adequacy11. This study aimed at identifying the academic self-concept, 

social adequacy, and behavioral problems among children with learning difficulties within 

the family context. The sample of the study consisted of 38 male and female children aged 

from 8-13. The results of the study showed no differences between children with LDs 

 
8 Abu Ghazal, “Theories of Human Development and Its Educational Applications.” 
9  F Al-Zayat, “Learning Disabilities: Theoretical, Diagnostic and Therapeutic Foundations,” Cairo, 

Egypt: University Publishing House (1998). 
10  Sara Goering, “Rethinking Disability: The Social Model of Disability and Chronic Disease,” Current 

Reviews in Musculoskeletal Medicine, 2015. 
11  Lily L Dyson, “Children with Learning Disabilities within the Family Context: A Comparison with 

Siblings in Global Self–Concept, Academic Self–Perception, and Social Competence,” Learning disabilities 
research & practice 18, no. 1 (2003): 1–9. 



 

 

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compared to their siblings in general self-concept and academic self-concept. The results 

also showed that the estimation of parents of children with learning difficulties was less in 

the subject of social adequacy, while they showed less social adequacy than their siblings 

according to parents' estimations. 

Awwad and Sherbet  identified the nature of the differences in the components of 

social competence (teacher preferred behavior, peer preferred behavior, school conformity 

behavior) among outstanding and normal students and those with learning difficulties, and 

the extent to which social competence differs among students according to gender. The 

study sample consisted of (160) male and female students of the fourth grade of primary 

school, consisting of forty-three outstanding students, eighty-one ordinary male and female 

students, and thirty-six male and female students of the fourth grade of primary school 

with learning difficulties. The tools of the study consisted of a list of distinctive behavioral 

indicators for outstanding students and a list of behavioral indicators characteristic of 

people with learning disabilities. The results revealed that there were statistically significant 

differences between outstanding and normal students, as well as those with learning 

disabilities in social competence and school adjustment, in favor of the talented students. 

There were no differences between males and females in social competence and school 

compatibility. 

Al-Qudah  investigated the psychosocial adjustment among students with LDs in 

the city of Amman and its relationship to academic achievement, gender, and type of 

school12. The sample consisted of (190) male and female students with LDs enrolled in 

resource rooms in public and private Amman schools. The results of the study indicated 

that the level of psychosocial adjustment among students with LDs in the areas of 

relationships with peers and the teacher was negative, and there was a positive correlation 

between psychological adjustment, social and academic achievement of these students. 

Haroun identified the types of deficits in social skills that students with LDs suffer 

in regular classes, and also highlighted the components of specialized strategies in the 

treatment of deficits in these skills. The study relied on the descriptive approach, where the 

researcher reviewed the various writings, research, and studies on this subject. The results 

showed that students with learning disabilities show various types of deficits in social skills 

as a result of many factors responsible for their lack of acceptance by their peers and 

teachers. The researcher referred to a variety of specialized strategies that lead to improving 

the social acceptance behavior of these students, and then enable them to perform tasks 

related to academic achievement. 

Al-Saaydeh (2004) investigated the effectiveness of a training program in 

developing social skills among students with learning disabilities. The sample consisted of 

30 students who were randomly divided into two experimental and control groups. After 

applying the training program to the experimental group and using the social skills 

 
12  Ahmad M Al-Majali and Khaled M Al-Qudah, “Seroprevalence of Bartonella Henselae and 

Bartonella Quintana Infections in Children from Central and Northern Jordan,” Saudi Med J 25, no. 11 
(2004): 1664–1669. 



 

 

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assessment system scale before and after the experiment, it was found that the students in 

the experimental group are more effective in social interaction skills with others than the 

students of the control group13. 

Abu Zaid explored the effect of a training program on developing motivation for 

academic achievement and academic self-concept for children with learning disabilities14. 

The study sample consisted of forty-nine male and female students who were divided into 

two experimental and control groups. The results of the study showed the effectiveness of 

involving students with learning disabilities in the activities of the programs prepared by 

teachers to develop the motivation for academic achievement by supporting students’ 

experiences in the academic field to increase their achievements, and to improve their self-

concept. 

 

METHOD 

This section provides information on the methodology of the present study, which 

includes population and sample, research instrument, and validity and reliability of the 

instrument.  

 

Population and Sample  

The study population consisted of resource room students with LDs in the schools of the 

Directorate of Education in Mafraq city, whose number was (298) male and female 

students, and their ages ranged between (8-12) years, from the third, fourth, fifth and sixth 

primary grades, distributed among eighteen resources rooms. The study sample was chosen 

from four schools that were selected out of eighteen schools using the simple random 

method. Sixty were chosen; thirty males and thirty females, who are diagnosed with 

learning disabilities and enrolled in the resource rooms, and they were divided into an 

experimental group and a control group. 

 

 

 

 

 

Instruments of the study 

First: the training program  

The training program represents a set of tasks that the researcher trained resource 

room teachers on, according to an organized and pre-prepared plan. The researcher aims to 

use the program to train students with learning disabilities on independence skills. 

 
13  Naji Minwer AL-Saaydeh et al., “The Level of Psychological Security and Its Relationship to the 

Achievement Motivation Level among the Physically Disabled in Jordan” (n.d.). 
14 Haitham Yusuf Abuzaid, “The Extent of Depression Symptoms among Learning Disabled Students 

from Their Teachers’ Perspectives.,” Journal of Education and e-Learning Research 8, no. 2 (2021): 125–134. 



 

 

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The researcher used Erikson's theory in building the training program, where this 

theory is based on the assumption that personality is formed in all life stages in which a 

person lives from birth to late adulthood (Santrok, 2003). Erikson viewed human growth 

and development as a series of conflicts. The personality must struggle and overcome a 

special conflict at each stage. Erikson called this confrontation or challenge the crisis that 

the individual must solve and confront. He also believed that facing any task or crisis at any 

age leads to two possible results, either he masters this task and therefore a positive 

characteristic is built in the human personality and further development occurs, or he does 

not master this task and therefore a negative characteristic is integrated into the personality 

of the individual. The personality does not show normal growth except when each crisis is 

resolved positively and it has the strength to confront critical stages of growth. 

 

Second: the independence skills scale  

The researcher used the relevant studies to develop a scale to measure 

independence skills among students with learning disabilities. The researcher also reviewed 

other scales such as the social behavior scale developed by Merrll (1998), the social 

adaptation scale for children of the age group (12-16) years prepared by Al-Assaad (1994), 

the scale of the level of adaptive behavior for children and the scale of dependent behavior 

prepared by Al-Banna (1996), and using the theoretical literature on the subject.  

 

Validity of the instrument 

Content validity  

The validity of a scale is to investigate whether the scale measures what we want it to 

measure and not something else (Thorndike and Higgin, 1989). The validity of the content 

was achieved by presenting the scale to (15) judges from faculty members at the College of 

Higher Educational Studies at Amman Arab University, Princess Tharwat College, the 

University of Jordan, and Zarqa Private University, who are specialized in expressing their 

views on the extent to which each statement belongs to the dimension specified for it, the 

clarity of the language, and adding or modifying any statement they deem appropriate and 

necessary. The researcher relied on the consensus of 80% of the judges as a criterion for 

accepting the statement; the comments of more than 20% were a sufficient criterion to 

modify, delete or add some statements. 

 

Construct validity  

Construct validity is the scale’s ability to verify the validity of a hypothesis derived from the 

theoretical framework and related studies (Al-Rusan, 1999). To reach this type of validity, 

the researcher extracted the discriminatory ability of the statements by distinguishing 

through the method of the two extreme groups and the connection of the statement to the 

total score of the scale. To verify the discrimination ability, the instrument was applied to 

an initial (experimental) sample consisting of (100) male and female students in regular 

classes other than the original study sample. 



 

 

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Reliability of the instrument  

Reliability is one of the conditions that must be met in the instrument to be appropriate 

and accurate because it indicates consistency and accuracy in the set of test scores that are 

supposed to measure. Reliability means that the test gives the same results if it is re-applied 

to the same individuals and in the same circumstances (Thorndike and Higgin, 1989). The 

researcher has used Cronbach Alpha to measure the reliability of the scale. 

It is another method for estimating the reliability coefficient, which depends on the analysis 

of the internal structure of the test (Allam, 2000). The scale was applied to a sample of 

(100) male and female students, and the reliability coefficient was calculated using 

Cronbach's alpha equation, which is an indicator of the scale's internal consistency. The 

value of Cronbach's alpha coefficient was (0.85), and this value is a good indicator of the 

scale's stability. 

 

 

RESULT AND DISCUSSION  

To answer the first question, the mean scores and standard deviations were 

calculated for each of the experimental and control groups in the post-test, as shown in 

Table (1). 

 

Table (1): The mean scores and standard deviations of the scores of the experimental and 

control groups on the pre and post-independence test 

Group  Pre-test  Post-test  

Mean score Standard 

deviation  

Mean score Standard deviation  

Experimental  49.344 5.527 75.037 4.295 

Control  46.638 6.638 47.966 6.536 

The mean score of the experimental group on the post-test was (75.037), while the mean 

score of the control group was (47.966). To identify the statistical significance of the 

differences between the two scores, the combined analysis of variance (ANCOVA) was 

used, and the results are presented in Table (2). 

Table (2): The results of the ANCOVA analysis of the differences between the 

experimental and control groups on the post-test 
Source of 

varience  

Sum of 

squares  

Freedom 

value  

Mean square  F-value Sig.  



 

 

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Pre-test  716.503 1 716.503 38.624 0.000 

Groups  11423.457 1 27.457114  615.774 00.00  

Error  4.821057  57 18.608   

Total  12763.425 59    

The results showed that there are differences between the experimental and control 

groups in the post-test for independence skills. The F-value was (0.615.774), which is 

greater than the F-value at the level of significance (α < 0.05). Therefore, the first null 

hypothesis that states “there are no statistically significant differences at  (α < 0.05)) 

between the mean scores of the experimental and control group in the degrees of 

independence on the post-test due to the training program” is rejected. The alternative 

hypothesis that states that "there are statistically significant differences in the independence 

skills between the two groups according to the training program" is accepted. This means 

that the students who received training in independence skills outperformed their 

counterparts in the control group who did not receive any training. 

The effectiveness of the training program on independence skills in this study is 

evident through the improvement in the social behavior of the members of the 

experimental group. This was evident from the teacher’s observations, which indicated that 

the interactions of students with LDs with their peers inside the resource room and 

teachers improved. This result is attributed to the fact that the training program worked to 

create positive, active, and appropriate participation for students through direct interaction 

with the training learning experience through the practical performance of the skill under 

the supervision of the teacher. 

The training program developed the students’ positive participation and increased 

their sense of group spirit. This was evident by observing their expressions with words that 

indicate the spirit of teamwork, such as “we want” instead of “I want.” The program also 

developed cooperation, respect for others, waiting for the turn and all this was evident 

during the program sessions. The diversity of training activities (feedback, role-playing, and 

reinforcement) enhanced the experimental group's mastery of learning independence skills, 

which helped maintain students' enthusiasm and curiosity. 

As for the control group, the researcher noticed, through his knowledge of the 

educational conditions in their school, a scarcity of the learning aids used, which made the 

learning sessions boring and routine-like that reduce the student’s motivation and 

distraction. 

The researcher attributes the improvement in the independence skills of the 

students of the training group because the program created the appropriate psychological 

atmosphere in which students with LDs felt love, affection, reassurance, and freedom to 

express their ideas without fear. This allowed them to interact positively, build bridges of 



 

 

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trust, cooperation, discussion and follow instructions and commitment to attend the 

sessions of the program, and thus led to the enhancement of the effectiveness of the 

training program in providing these students with the desired skills. 

To answer the second question, the mean scores and standard deviations were 

calculated for each of the experimental and control groups in the post-test for 

independence as shown in Table (3). 

 

Table (3): The mean scores and standard deviations of students' scores on the post-test of 

independence according to group and gender 
         gender 

 

group 

Males Females  Group  

Mean 

score 

Standard 

deviation  

Mean 

score 

Standard 

deviation  

Mean 

score 

Standard 

deviation  

Experimental  
77.0666 1.486 73.002 4.262 75.032 9.563 

Control  
47.866 4.356 48.066 8.336 47.966 6.346 

Total  
62.466 9.610 60.530 6.299 61.491 7.955 

 

It is clear from Table (3) that there are apparent differences between the mean 

scores of the experimental and control groups. The mean score of the experimental group 

was (75.032), while the mean score of the control group was (47.966). To identify the 

statistical significance of these differences, given the correlation of the dimensions of the 

independence scale with statistical significance of (α < 0.05), the ANCOVA analysis was 

used and the results were shown in Table (4). 

 

Table (4): The results of the ANCOVA analysis of the effect of group and gender and the 

interaction between them in the post-test  
Source of variance  Sum of 

squares  

Freedom 

value  

Mean 

square  

F-value Sig.  

Pre-test   9.40859  599.408 1 31.382 0.000 

group 1223.768 1223.768 1 64.076 0.000 

Gender  5.811 5.811 1 0.259 0.589 

GenderXGroup 3.901 3.901 1 0.186 0.668 

Error  851050.4  1050.485 55   

Total  5912763.2   59   

 



 

 

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The results showed that there were differences between the experimental and 

control groups in the post-test. The F-value was (64.076), which is greater than the level of 

significance (α ≥ 0.05). As for gender, no statistically significant differences appeared 

between males and females, as the F-value was (0.259), with a significance level (0.589). 

This means that there were no statistically significant differences between males and 

females in independence skills. Concerning the effect of group and gender, the differences 

did not reach the level of statistical significance, as the calculated “F” value was (0.186), and 

with a significance level of (0.668). This means accepting the null hypothesis that states 

“there are no statistically significant differences at the level of significance (α < 0.05) 

between the mean scores of the experimental and control group in the degree of 

independence on the post-test attributed to the variable of group and gender and the 

interaction between them and rejecting the alternative hypothesis. 

The researcher attributes the result to the intellectual and social changes that led to 

the change of the old methods of socialization based on the distinction between males and 

females, and the transformation of the family into balanced attention between males and 

females. The effectiveness of the training program could be attributed to the keenness of 

the researcher when preparing the training program that the models presented in the 

training program should be directed to both genders. Therefore, we find that the program 

has worked to reduce the differences between males and females in independence skills. 

To answer the third question, the mean scores and standard deviations were calculated for 

each of the experimental and control groups for the pre and post-tests of independence, 

and the results were presented in Table (5). 

 

Table (5): The mean scores and standard deviations of scores on the pre-test and post-test 

for the two groups on the independence test 
Group  Pre-test Post-test  

Mean score Standard deviation  Mean score Standard deviation  

experimental 49.344 5.527 78.566 4.116 

control 46.638 86.63  66.047  66.53  

 

The results contained in the previous table indicate that the mean score of the 

experimental group on the pre-test was (49.344), while the mean score on the post-test was 

(78.566). On the other hand, the mean score of the control group on the pre-test was 

(46.638) and (47.066) in the post-test. It is noted from the mean scores of the experimental 

and control groups that there are differences, and to find out these differences statistically, 

the ANCOVA analysis was used, and the results are presented in Table (6). 

 



 

 

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Table (6): The results of the ANCOVA analysis of the differences between the two groups 

on the two pre-tests and the post-test 
Source of variance  Sum of 

squares  

Freedom 

value  

Mean 

square  

F-value Sig.  

Pre-test   
848.051 848.051 1 56.086 0.000 

group 0871268.  8.087126  1 83.883 0.000 

Gender  6.111 6.111 1 0.396 0.532 

GenderXGroup 

4.231 4.231 1 0.271 0.605 

Error  831.942 15.410 55   

Total  15775.830  59   

 

 

CONCLUSION 

The results showed that there are differences between the experimental and control 

groups in the post-test of independence skills. The F-value was (83,883) which is greater 

than the level of significance (α ≥ 0.05). This means rejecting the null hypothesis and 

accepting the alternative hypothesis, in the sense that the effect of the program continued 

after stopping the implementation of the training program a month, and in favor of the 

experimental group that was exposed to the independence skills training program. The 

mean scores and standard deviations were calculated for each of the experimental and 

control groups for the pre and post-tests. The reason for the effectiveness of the training 

program may be due to the program items that are derived from the reality of the social 

environment in which the student lives. The program included a set of skills that the child 

can practice in school and at home, which led to the retention of these skills even after the 

completion of the training period for a month. This also indicates that the students did not 

learn and did not acquire the skills within the session only, but they were able to transfer 

the skills outside the sessions, and this is evident from the teachers’ observations of the 

experimental group inside the school and the classroom. 

 

 

 

 

RECOMMENDATIONS  

In light of the results of this study, the researcher recommends the following: 



 

 

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• Preparing training programs for students with LDs that include all different aspects 

of development: emotional, cognitive, social, and psychological, and not limited to 

the academic aspect only. 

• Holding intensive and continuous training courses and educational workshops for 

resource room teachers and qualifying them effectively to enable them to develop 

independence skills for students with LDs. 

• The researcher recommends that the classroom session in the resource room be a 

source of attraction for the student's attention and an element of suspense in  

• presented. 

• The importance of training resource room students with LDs on all areas of social 

development, and using the results of this study and similar studies in addressing 

aspects of social development for resource room students. 

 

ACKNOWLEDGMENTS 

The authors extend their appreciation to the Deanship of Scientific Research at 

King Khalid University for funding this work through Small Research Groups under grant 

number (RGP.1 /40/42). 

 

REFERENCES  

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