The effectiveness of child-centered play therapy on social problem solving and academic achievement in students with learning disability
Subject Areas : Educational Science
Fatemeh Rezazade Joudi
1
,
saeed najarpour ostadi
2
1 - tabriz islamic university, tabriz, Iran
2 - shabestar islamic university, shabestar, Iran
Keywords: Learning disability, Child-centered play therapy, Social problem solving, academic achievement,
Abstract :
The aim of this study was to determine the effect of child-centered play therapy on the social problem solving and academic achievement in students with learning disabilities in Tabriz L.D centers. The research was conducted in quasi-experimental manner with a pretest-posttest design with a control group. The statistical population of the the study consisted of all students with learning disabilities in fourth, fifth & sixth grade of elementary school who had referred to L.D centers in Tabriz, from which a sample of 30 people was selected by available sampling method and based on inclusion criteria, who were equally divided into experimental and control groups. The social problem solving inventory-revised (SPSI-R) and Set of standardized test of mathematics or Shalev’s academic achievement & diagnostic test of calculation were completed by two groups as a pre-test. Then, the experimental group received child-centered play therapy sessions for twelve sessions, each for 45 minutes and twice a week. During this time, the control group went about their normal daily routine. Then post-test was performed from the experimental group and the control group. Data analysis based on analysis of covariance (ANCOVA) showed that play therapy has a significant positive effect on social problem solving and academic achievement in students with learning disabilities (P≤0/05).
