{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,5,4]],"date-time":"2026-05-04T09:19:20Z","timestamp":1777886360917,"version":"3.51.4"},"reference-count":52,"publisher":"SAGE Publications","issue":"2","license":[{"start":{"date-parts":[[2008,10,1]],"date-time":"2008-10-01T00:00:00Z","timestamp":1222819200000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/journals.sagepub.com\/page\/policies\/text-and-data-mining-license"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Psychol Rep"],"published-print":{"date-parts":[[2008,10]]},"abstract":"<jats:p>The aim of this research was to compare the features of social problem-solving scripts across groups of students with different social problem-solving abilities, based on dynamic memory theory 54 (32 girls\/22 boys) educable intellectually disabled students. 58 (32 girls\/26 boys) socially poorly adapted students, and 50 (28 girls\/22 boys) socially well-adapted students participated. The average ages for educable intellectually disabled, poorly adapted, and well-adapted students were 13.9 yr. ( SD = 1.7), 11.1 yr. ( SD= .6), and 11 yr. ( SD = .4), respectively. A semi-structured interview was designed. 14 social problems were proposed to each student. Results showed that the general features of the intermediate level of knowledge structure based on a hierarchical model of script theory are helpful in describing the differences among the groups regarding their \u201csocial problem-solving script.\u201d In general, findings indicated that educable intellectually disabled students (segregated from the mainstream in Iran), compared to the other two groups of students, are less mature in their emotions, use ineffective self-regulation strategies, and have goals that are not constructive. Some educational recommendations are offered.<\/jats:p>","DOI":"10.2466\/pr0.103.2.607-618","type":"journal-article","created":{"date-parts":[[2010,9,20]],"date-time":"2010-09-20T06:41:25Z","timestamp":1284964885000},"page":"607-618","source":"Crossref","is-referenced-by-count":0,"title":["Comparison of Features of Social Problem-Solving Scripts across Three Groups: Educable Intellectually Disabled, Socially Poorly Adapted, and Socially Well-Adapted Students"],"prefix":"10.1177","volume":"103","author":[{"given":"Laaya","family":"Bashash","sequence":"first","affiliation":[{"name":"Special Education Department, Shiraz University"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Morteza","family":"Latifian","sequence":"additional","affiliation":[{"name":"Educational Psychology Department, Shiraz University"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"179","published-online":{"date-parts":[[2008,10,1]]},"reference":[{"key":"bibr1-pr0.103.2.607-618","doi-asserted-by":"publisher","DOI":"10.1016\/0749-596X(85)90023-3"},{"key":"bibr2-pr0.103.2.607-618","doi-asserted-by":"publisher","DOI":"10.1037\/0003-066X.36.7.715"},{"key":"bibr3-pr0.103.2.607-618","volume-title":"Teaching problem solving to students with mental retardation","author":"Auran M.","year":"1999"},{"key":"bibr4-pr0.103.2.607-618","doi-asserted-by":"publisher","DOI":"10.1075\/ceb.1.07bal"},{"key":"bibr5-pr0.103.2.607-618","doi-asserted-by":"publisher","DOI":"10.1016\/j.neulet.2005.09.004"},{"key":"bibr6-pr0.103.2.607-618","doi-asserted-by":"publisher","DOI":"10.1016\/S0167-8760(03)00081-3"},{"key":"bibr7-pr0.103.2.607-618","doi-asserted-by":"publisher","DOI":"10.1080\/1034912032000120480"},{"key":"bibr8-pr0.103.2.607-618","doi-asserted-by":"publisher","DOI":"10.1037\/0022-3514.71.4.665"},{"key":"bibr9-pr0.103.2.607-618","first-page":"93","volume-title":"Down syndrome across the life span","author":"Bochner S.","year":"2002"},{"key":"bibr10-pr0.103.2.607-618","doi-asserted-by":"publisher","DOI":"10.1016\/0010-0285(79)90009-4"},{"key":"bibr11-pr0.103.2.607-618","volume-title":"How people learn: brain, mind, experience, and school","author":"Bransford J. 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