Background: Mentally retarded children impose an extra stress on their parents especially on mothers. Coping skills can be used by parents to relieve stress and to improve adaptation. Therefore, the aim of this study was to assess the effect of teaching on social adaptation in mothers of educable mentally-retarded children based on Roy adaptation theory.

Materials and Methods: This quasi-experimental study was carried out on 40 mothers of educable mentally retarded children referred to the exceptional school in Aran and Bidgol during 2010-11. Intervention was consisted of four two-hour sessions, supplemented by a 30-minute conversation between the interviewer and the candidate occurred within 2 weeks. Coping skills program was based on the dimensions of Roy theory. Questionnaire on adaptation was completed before and 6 weeks after the completion of intervention by the participants.

Results: The mean scores for social adaptation in mothers of mentally retarded children in physiological, self-concept, dependence/independence, role-playing dimensions and total social adaptation before and after the training showed a significant difference (P<0.001).

Conclusion: According to the results of the study, teaching based on the Roy theory has a positive effect on social adaptation in mothers of mentally retarded children.