EFFICACY OF ADAPTED GAMES ON CONCEPT FORMATION AMONG CHILDREN WITH MILD INTELLECTUAL DISABILITY

Source: Sarkar, R. and Chandra, S. (2015). Efficacy of adapted games on concept formation among

children with mild intellectual disability. Journal of Disability Management and Special Education, 5(2),

28-36. (JISSN: 2229-5143). (Peer Reviewed Bi-annual Journal) (Research paper).

EFFICACY OF ADAPTED GAMES ON CONCEPT FORMATION AMONG

CHILDREN WITH MILD INTELLECTUAL DISABILITY

*Ratan Sarkar & **Ms. Saumya Chandra

ABSTRACT

In the present study, researcher had tried to find out the “Efficacy of adapted games on concept

formation among children with mild intellectual disability”. To serve the purpose of the research

ten samples with mild intellectual disability belonging to the age range of 8-12 years were

selected through purposive sampling technique and an intervention package including four

adapted games for teaching four basic concepts namely number, shape, direction and color, was

developed by the researcher. An intervention program was conducted for 20 sessions followed by

Post test. Collected data were analyzed both quantitatively and qualitatively. Related Samples

Wilcoxon Signed Rank Test was applied for the study. The pre and post test mean scores of

leaning concepts such as number, shape, direction, and color are subsequently presented as:

60.800 & 69.600, 21.900 & 26.900, 27.700 & 34.300, and 17.900 & 21.000. It shows significant

difference in all the areas of the study.

**Key Words: Adapted Games, Concept Formation (Number, Shape, Direction & Color), and

Children with Mild Intellectual Disability (CWMID).

*Research Scholar, Faculty of Disability Management and Special Education, Ramakrishna

Mission Vivekananda University, Coimbatore-20, Tamil Nadu. Email:

[email protected]. Mob: 08012895837

**Assistant Professor, Faculty of Disability Management and Special Education, Ramakrishna

Mission Vivekananda University, Coimbatore-20, Tamil Nadu. Email:

[email protected]. Mob: 09500328404

…………………………………………………………………………………………………….

Introduction

As every individual is unique in all aspects of life, it is very important to identify and channelize

his/her areas of interests and abilities. Ideally, Special education is the education of students with

special needs in a way that addresses the students' individual differences and needs. „This

process involves the individually planned and systematically monitored arrangement of teaching

procedures, adapted equipment and materials, designed instructions, accessible settings, and

other interventions designed to help learners with special needs achieve a higher level of

mailto:[email protected]

mailto:[email protected]

http://en.wikipedia.org/wiki/Special_needs

personal self-sufficiency and success in school and community (Hallahan & Pullen, 2014)‟.

Children‟s exceptionalities, their differences, must not be allowed to obscure the ways in which

they are like others. The most important goal of special education is to find out and capitalize the

exceptional students‟ special talent, capabilities and strength. Special education also strives to

bridge the gap between the cognitive deficit and education of children with intellectual disability.

„The cognitive processes involved in play or games are similar to those involved in learning:

motivation, meaning, concept formation, repetition, self-regulation, and abstract thinking.

Games, by virtue of their attraction and functions, invite exploration and discovery - learning

activities par excellence. The ability to read, speak and do maths ultimately rests upon the child‟s

capacity to use symbols (Hall 1991, Ungerer 1986)‟. „Attention span during free play depends

almost solely on the type and number of toys available (Moyer, 1955)‟. „Research revealed that

proper attention is essential for reading and for any kinds of learning and performance (Schulz,

2008)'. Without having any interest and motivation in a particular subject, it is quite impossible

for anyone to be attentive and confident. On the other hand, it was also found that „there is a link

between children‟s confidence and motivation when playing. Children who are motivated by

play and try to expand their play actions tend to be more confident. Children with special needs

show keen interest towards games and sports and other physical activities and get motivated by

game at ease (Westman, 2003)‟.

Recent developments in biology, psychology and neuroscience lend credence to the importance

of game in human evolution and development. Game or play may even be the cornerstone of

society as it requires communication and cooperation among people playing different roles and

following agreed-upon rules (Jeffrey Goldstein, 2012). It is also investigated that there is a

significant relationship between motivational capability of educational games and students‟

acquisition of learning content (M. P. Jacob Habgood & Shaaron E. Ainsworth, 2011). Teaching

strategies that accommodate learners with intellectual disabilities include material adaptations,

multi-level curriculum and substitute curriculum (Ainscow, 2003). A wide variety of teaching

methods and strategies can be employed to meet learners‟ individual needs. Task analysis

technique and Concept formation theory can be very useful in teaching learners with intellectual

disabilities (Slavin, 1996; Mpofu, 2000; Forlin, 2006). It was also reviewed that there is a dearth

of research on how leisure activities can be put to good use in education to improve the quality of

life for CWMID in India context.

Need and Significance of the Study

To achieve the philosophy and goals of inclusion, it is a felt need to identify and channelize the

talent and abilities of children with intellectual disability and also help them mingle with peers in

the society. It is a proven fact that children with intellectual disability possess low level of IQ,

that is either 70 or below 70, and the children who are having a range of IQ up to 50 - 69, are

considered as CWMID and fall under educable group. They are being taught in regular

classroom in inclusive set up. As per the psychological view point, proper attention is very much

needed to learn effectively. Without having any interest in a particular subject it is quite

impossible to be attentive. CWMID always face problem in learning by following the methods

which are used in classroom by teacher (Mark Dombeck, et al., 2013). Due to deficits in

cognitive area which is responsible for Concept formation they find difficulty in following the

methods through which they are taught and often they lose their interest in teaching-learning

process. On the other hand, they keenly participate in games and sports and they do learn many

social skills through them. Therefore, a need was felt by the researcher to investigate that if in an

appropriate way those games are adapted, keeping in mind the purpose of cultivating cognitive

concepts such as; number, color, direction and shape, the process of learning would be easier or

not for children with intellectual disabilities. Considering these issues, the present topic has been

selected to study the effect of adapted games on concept formation among children with

intellectual disability.

Objectives of the Study

1. To find out the effect of adapted games on developing number concept among CWMID.

2. To find out the effect of adapted games on developing shape concept among CWMID.

3. To find out the effect of adapted games on developing direction concept among CWMID.

4. To find out the effect of adapted games on developing color concept among CWMID.

Hypothesis

1. There will be no significant differences between pre-test and post test scores of number

concept among CWMID.

2. There will be no significant differences between pre-test and post test scores of shape


3. There will be no significant differences between pre-test and post test scores of direction


4. There will be no significant differences between pre-test and post test scores of color concept

among CWMID.

Methodology

Research Design

This study employs single group pre-test and post-test design under experimental research

method.

Sample Design

Ten CWMID, ranging from 8 to 12 years were selected to serve the purpose of the study using

purposive sampling technique.

Selection of Variables

Independent Variable- Adapted games

Dependent Variable- The current level of color, number, and shape and direction concept of

CWMID.

Development of Tool

An Informal Checklist consists of 52 items imparting into four domains such as; (1) Number

Concept (24 items), (2) Shape Concept (9 items), (3) Direction Concept (12 items) and (4) Color

Concept (7 items) was developed by the researcher to assess the current level of the selected

concepts before and after intervention programme is conducted.

Establishment of Validity and Reliability

The validity of the Informal Checklist was ensured through item validity. The researcher

circulated the tool to 5 well qualified and experienced professionals in the respective and on the

basis of their suggestions and comments the Informal Checklist had been modified. „Test retest

method‟ was used to establish the reliability of the Informal Checklist. The reliability coefficient

based on „test-retest‟ for the Informal Checklist was determined as 0.95.

Directions for Use

The following instructions were followed for scoring during assessment:

Each sample was assessed individually and noted down his/her performance level

separately.

Assessment was in ascending order in each domain.

Indices and Scoring Criteria

The indices and scoring criteria are as given below-

Pilot Study

The researcher had conducted a pilot study with five samples of CWMID studying at special

school to assess their current level and to find out the appropriateness of the items selected for

the Informal checklist in the areas namely Shape, Color, Direction, Number. Few corrections

were made based on the findings of the pilot study to modify the Informal Checklist according to

the level of CWMID. On the other hand it had also helped the researcher to find out the practical

difficulties which could arise at the time of conducting intervention program. The pilot study was

also useful for the researcher to modify the adapted games in a better way.

Data Gathering Procedure

1. Ten samples including 5 male and 5 female both in the age range of 8-12 years were

selected with prior permission from Head of the institute for the study.

Indices Used Marks/Mark

„I‟ for performing an item independently. 4 Marks

„C‟ for performing an item with clue. 3 Marks

„VP‟ for performing an item with verbal prompt. 2 Marks

„Dependent‟ (D) for not able to perform an item. 1 Mark

2. A pre-test was conducted to measure the current level of the sample using an Informal

Checklist developed by the researcher.

3. Intervention package including specific adapted games was developed by the researcher

based on the current level of the sample selected.

4. Intervention was given for a specific period (20 sessions).

5. At the end of the intervention post-test was conducted using the same Informal Checklist

to measure the progress of the sample.

6. Retention test was conducted by the researcher by using the same checklist to find out the

effect of the intervention after the 15 days of the intervention programme.

Data Analysis

The collected data were carefully tabulated and organized for the purpose of statistical analysis.

The collected data were analyzed both quantitatively and qualitatively. Since the selected sample

size was small (10) and heterogeneous in nature and the difference between the means score of

two related or paired sample had to be studied, Non-Parametric Paired Sample Wilcoxon Signed

Rank Test was applied for analyzing the collected data.

Results and Discussion with Reference to Hypothesis and Objectives

Hypothesis 1: There will be no significant differences between pre-test and post test scores of

number concept among CWMID.

Table No. –1: Comparison of pre and post test mean scores of learning number concept

**Significant at .005 level.

The objective No. 1 was to find out the effect of adapted games on developing number concept

among children with mild intellectual disability. The pre-test mean score of leaning number

concept is 60.800 whereas the Post tests mean score of the same group is 69.600. Related

samples Wilcoxon Signed Rank Test shows that there is significant difference between pre-test

and post-test scores of learning number concept. Therefore, the null hypothesis No.1: „There

Descriptive Statistics

Tests N Minimum Maximum Mean Std.

Deviation

Type of

Test

Sig. Decision

Pre test 10 49.0 68.0 60.800 7.3151 Related

samples

Wilcoxon

Signed

Rank Test

Sig. at

.005

level

Reject the

null

hypothesis Post test 10 53.0 80.0 69.600 8.0028

will be no significant differences between pre-test and post test scores of number concept among

children with mild intellectual disability‟ is rejected.


shape concept among CWMID.

Table No. – 2: Comparison of pre and post test mean scores of learning shape concept


The objective No. 2 was to find out the effect of adapted games on developing shape concept

among children with mild intellectual disability. The pre-test mean score of shape concept is

21.900 whereas the Post tests mean score of the same group is 26.900. Related samples

Wilcoxon Signed Rank Test shows that there is significant difference between pre-test and post-

test scores of learning number concept. Therefore, the null hypothesis No. 2: “There will be no

significant differences between pre-test and post test scores of shape concept among Children

with mild intellectual disability” is rejected.


direction concept among CWMID.

Table No. - 3: Comparison of pre and post test mean scores of learning direction concept


The objective No. 3 was to find out the effect of adapted games on developing direction concept




Deviation

Type of

Test

Sig. Decision

Pre test 10 15.0 29.0 21.900 5.2377 Related

Samples

Wilcoxon

Signed

Rank Test

Sig. at

.005

level

Reject the

null




Deviation

Type of Test Sig. Decision

Pre test 10 21.0 39.0 27.700 4.9227 Related

Samples

Wilcoxon

Signed

Rank Test

Sig. at

.008

level

Reject the

null




test scores of learning direction concept. Therefore, the null hypothesis No. 3: “There will be no

significant differences between pre-test and post test scores of direction concept among children

with mild intellectual disability” is rejected.


color concept among CWMID

Table No.-4: Comparison of pre and post test mean scores of learning color concept

**Significant at.004 level.

The objective No. 4 was to find out the effect of adapted games on developing color concept




test scores of learning color concept. Table 4.8 shows that it is significant at the level .004.

Therefore, the null hypothesis No. 4: “There will be no significant differences between pre-test

and post test scores of color concept among children with mild intellectual disability” is rejected.

Discussion with Reference to Earlier Studies

The results coincide with results of Fujita‟s (2007) study which indicated that participation in

extracurricular activities affects students‟ academic performance. In 2011, Panda and Shalala

also found that the effect of co-operative learning model on students' academic achievement is

highest. In the present study, the researcher involved 10 students in each game. Students‟

cooperativeness was also emphasized and the result was positive. Browder et al. (2006) opined

that there is a variety of ways to teach sight words to students with significant cognitive

disabilities within the classroom, which will hopefully be generalized to other settings through

subsequent instruction. A comprehensive research review done by Browder, et al. found that

there was significant evidence for teaching students with significant cognitive disabilities to read

sight words using systematic prompting techniques in a repeated (massed) trial format. These

techniques may include modification in instructional strategies and using concrete materials. In

this present study adapted games were developed and systematically designed by modifying

traditional games and using concrete materials to develop some concepts among CWMID. The



Deviation

Type of

Test

Sig. Decision

Pre test 10 14.0 24.0 17.900 2.7669 Related

Samples

Wilcoxon

Signed

Rank Test

Sig. at

.004

level

Reject the

null


results showed that the adapted games have significant effect on the concept formation among

children with mild intellectual disability.

Educational Implications

CWMID exhibit problem in learning number concept through traditional way of teaching. In

the present study, the adapted game namely “Follow the Path” has been found to be very

effective for the development of number concept among CWMID. Therefore general as well

as special educators can use this game to develop number concepts among CWMID.

Result shows that the pre and post test mean scores of leaning shape concept before and after

intervention respectively were 21.900 & 26.900. So it is evident that the adapted game

named “Throw and Enjoy” has effectiveness for the development of Shape concept among

CWMID. Hence this adapted game can be used by the classroom teacher to teach shape

concept to CWMID.

Result shows the pre and post test mean scores of leaning direction concept and the scores

are 27.700 & 34.300. Therefore, the adapted game named “Pass the Handkerchief” has

significant effect for the development of color concept among CWMID.

The adapted game namely “Color Hunt” also has been found to be an important instrument

for the development of color concept among CWMID. It is also an alternative way of

developing color concept among CWMID who face difficulties in learning color concept

through conventional way of teaching.

Adapted games can be used as an appropriate means of better planning of instructional and

teaching methods especially for the students with mild intellectual disability.

Considering individual choice and ability level, the class teacher can use adapted games for

the students with mild intellectual disability in a group of regular children so that the notion

of inclusion comes into reality.

To establish a healthy relationship and for teaching abstract concepts among peer groups the

class teacher can use adapted games.

Not only for academic skill enhancement but also for the all round developments of the

students with mild intellectual disability proper and planned adapted games are needed to be

developed.

To create fearless environment and ensure active participation of the students with mild

intellectual disability in teaching learning process the adapted games have been proved to be

very effective.

Limitations of the Present Study

The present study has some limitations, Such as -

In the present study sample size was very small. Only 10 samples with mild intellectual

disability were selected by the researcher from one special school.

Duration of the study was very short. Especially the intervention was conducted for 30 days

only. The sessions for the intervention programs were 20 and time span of each session was

1:45 - 2:15 hours.

Researcher had taken help from the class teachers for giving the instruction in Tamil

language to the students. If the researcher could speak Tamil, the results would be more

authentic.

This study did not include children with sensory disabilities like visual impairment, hearing

impairment as well as speech impairment.

Intervention package (adapted games) was developed for cultivating few concepts like

number (1 - 10), shape (square, circle, triangle, and rectangle), direction (right, left, front,

and back) and color (red, green, and yellow) only.

Conclusion

The present study revealed that adapted games have an important effect on the concept formation

among CWMID. CWMID face a lot of difficulties in learning many concepts through traditional

methods of teaching & learning given in the class room settings. These include lack of

motivation, fear, complex instruction, short attention span and concentration, difficulty in

problem solving, cognitive delays and inactive participation in the teaching learning process. An

innovative attempt had been made in this study to address the difficulties mentioned before and

to see the effect of adapted games on developing four concepts namely number, shape, direction,

and color concept. The results derived from quantitative and qualitative analysis of collected data

revealed that Adapted games not only helped in formation of concepts like number, shape,

direction and color but also it helped in developing social skills, communication skills, patience

level, discipline, sharing, group living, leading and helping, which in turn help the CWMID to

lead an independent community life.

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EFFICACY OF ADAPTED GAMES ON CONCEPT FORMATION AMONG CHILDREN WITH MILD INTELLECTUAL DISABILITY