Independent skills as a predictor variable of psychological adjustment among children with Down syndrome who are educable

Document Type : Academic research papers

Authors

1 Faculty of Women for Arts, Science, and Education, Ain Shams University, Cairo

2 Department of Psychology / Girls' College of Arts, Sciences and Education / Ain Shams University / Cairo

3 Department of Psychology, Faculty of womwn for arts, science and education, Ain shams university, cairo, egypt.

Abstract

Abstract
The study aimed to explore the relationship between independent skills and psychological adjustment among educable children with Down syndrome. It also sought to examine gender differences in both independent skills and psychological adjustment and to predict psychological adjustment based on the dimensions of independent skills among these children. The sample consisted of (50) children (males and females) with Down syndrome who is educable. The study employed a descriptive comparative methodology and utilized the following tools: the Stanford-Binet Intelligence Scale, Fifth Edition (developed by Mahmoud Abu El-Nil, 2011), the Independent Skills Scale for Educable Children with Down Syndrome (developed by the researcher), and the Psychological Adjustment Scale for Children with Special Needs (developed by Amani Abdel-Maqsoud and Esraa Abdel-Maqsoud, 2014).The findings revealed a statistically significant positive correlation at the (0.01) level between independent skills (total score and dimensions) and psychological adjustment scores (total score and dimensions) among educable children with Down syndrome. The results also indicated gender differences in the dimensions and total score of psychological adjustment, favoring males. Similarly, gender differences were found in the dimensions of independent skills (eating, health, and safety) and the total score, favoring males, while differences in cleanliness, organization, and clothing care dimensions favored females. Finally, it was found that psychological adjustment can be predicted based on independent skills (dimensions and total score) among educable children with Down syndrome.

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Buhūth
Volume 5, Issue 5
Social Sciences and Humanities and Languages
May 2025
Pages 141-175

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