Social support, social skills development and externalised problem behaviors in adolescents with mild intellectual disability

This study aimed to examine the perception of social support among adolescents with mild intellectual disabilities (MID) and its relationship with externalized behavioral problems and social skills. The research was conducted using a quantitative method, applying both descriptive and inferential statistics through the SPSS statistical software. The sample consisted of 33 students with MID, aged 15 to 20 years, who attend a school for the education of children with intellectual disabilities. Instruments for assessing social support, externalized behavioral problems, and social skills were administered, with teachers and students with MID completing the respective measures. The participants reported receiving the highest level of social support from teachers and the lowest from classmates, with the difference being statistically significant. Male participants perceived a higher level of parental support than female participants, while those from intact families reported significantly higher levels of support from classmates. Correlational analyses revealed a high degree of interconnectedness among various sources of social support. No correlation was found between social support and externalized behavioral problems, whereas externalized problems were negatively correlated with socialization. The results highlight the significant roles of teachers and parents in providing support to adolescents with MID, while peer support remains relatively low. It was found that gender and family type influence perceptions of social support. On average, participants exhibited low levels of externalized behavioral problems and well-developed social skills, which can be attributed to the support and rehabilitation programs provided in their environment. Future research should focus on larger samples and include individuals with more severe forms of intellectual disabilities.

• Publication year

  2025

• Venue

  Research in Pedagogy

• Publication date

  Unknown publication date

• Fields of study

  Not labeled

• Identifiers
  DOI 10.5937/istrped2501149a
• External record

  Open on Semantic Scholar

• Source metadata

  Semantic Scholar

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• No concepts are published for this paper.

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