Abstract:
This study evaluated the effect of sport socialization intervention programme on social skill learning levels in Seven (7) children with intellectual disability (ID) in Kakamega, Kenya.The intervention involved instructing, prompting, Individualized Educational Programme (IEP) and cueing child with ID into action. Methodology: Single Subject (SSD) quasi-experimental research design was used. Data was collected at three weeks interval during baseline, Treatment and reversal treatment Fourteen (14) weeks later. Data collection instruments: a 3-5-miute Video capture, Peer Social Task Rating Scale (PSTRS) observation checklists. Data analysis: Data was analyzed by visual analysis, video coding and Null hypotheses tested by Statistical Process Control (SPC). Level of significance was set at -+3SD above UCL in SPC. Results: The overall findings of this study showed all children had lower social skill functioning at pretest compared to posttest. Skills learnt were generalizable. Each Child in the programme recorded significant improvements after intervention with YAMY 3 at 56.7%, YAKS 4 at 60%, YAKS 5 at 63.3%, YAKS 6 at 51.6%, YARO 7 at 56.7%, YARO 8 at 48.3% and YARO 9 at 50% magnitude of improvement respectively Null hypothesis that expected no significant difference on child learning after intervention was rejected with Results from the data analysis also indicated that all the Children recorded Nine (9) consecutive point runs above the Upper Control Limit (UCL): YAMY3 standard deviation of MR score at 3.17, 2.53 for YAKS 4, 2.28 for YAKS 5, 2.59 for YAKS 6, 3.17 for YARO 7, 2.34 for YARO8 and 2.34 for YARO 9.esults demonstrating . Conclusion: The intervention programme was effective in enhancing social skill learning of Children with ID and should be availed to all children with ID at school level. The study
recommends that the study be replicated on Children with Autism Spectrum disorder (ASD). This study was significant in contributing to the attainment of UN general assembly’s sustainable Development goal (SDG4) on inclusion.
