The effectiveness of child-centered play therapy on improving working memory and attention in children with math disorders

Subject Areas :

پگاه نفریه ¹ , علیرضا پیرخائفی ²

1 - کارشناسی ارشد روانشناسی بالینی، گروه روانشناسی، دانشگاه آزاد اسلامی واحد گرمسار، گرمسار، ایران
2 - نویسنده مسئول: علیرضا پیرخائفی، دانشیار، عصب روانشناس، گروه روانشناسی، دانشگاه آزاد اسلامی واحد گرمسار، گرمسار، ایران [e-mail]

Received: 2023-04-28 Accepted : 2023-07-19 Published : 2023-05-22

Keywords: Children, Attention, active memory, Keywords: child-centered play therapy, math disorder,

Abstract :

Abstract One of the problems of students with math disorder is lack of attention and difficulty in active memory, which can be increased with play therapy. This research was conducted in order to investigate the effectiveness of child-centered play therapy on improving working memory and attention of children with math disorders. The method of this research was semi-experimental and pre-test-post-test with a control group. The statistical population of this research included all students with math disorders in the first half of 2019. The research sample consisted of 30 people who were selected by available sampling method and were randomly divided into two experimental (15 people) and control (15 people) groups. And they answered the questionnaires of the Iran Key Math diagnostic test (2001), children's working memory by Pickering and Gathercole (2001) and color word Stroop (2006) before and after the intervention. The experimental group underwent child-centered play therapy intervention for 8 sessions of 45 minutes, and the control group did not receive any training. The research data was analyzed using correlation. The results of covariance analysis showed that child-centered play therapy has a positive effect on working memory and attention of students with math disorders. The effect on working memory was 0.55 and on attention was 0.61 (P<0.01). Play therapy is effective in improving working memory and attention of children with mathematical disorders. Therefore, this type of education can be used to reduce the problems of children with math disorders.

References:

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فصلنامه پژوهش های کاربردی در علوم رفتاری/ 99
Lowrie, T., Logan, T., & Hegarty, M. (2019). The influence of spatial visualization training on students’ spatial reasoning and mathematics performance. Journal of Cognition and Development, 20(5), 729-751. Sangani, A., & Ramak, N. (2019). The comparison of active memory and sensory processing styles in boys and girls children with writing learning disorder. Journal of Pediatric Nursing, 6(2), 30-36. Schottelkorb, A. A., Swan, K. L., & Ogawa, Y. (2020). Intensive child‐centered play therapy for children on the autism spectrum: A pilot study. Journal of counseling & development, 98(1), 63-73. Snowling, M. J., Moll, K., & Hulme, C. (2021). Language difficulties are a shared risk factor for both reading disorder and mathematics disorder. Journal of experimental child psychology, 202, 105009. Tye, C., Asherson, P., Ashwood, K. L., Azadi, B., Bolton, P., & McLoughlin, G. (2014). Attention and inhibition in children with ASD, ADHD and co-morbid ASD+ ADHD: an event-related potential study. Psychological medicine, 44(5), 1101-1116. Wilson, B. J., & Ray, D. (2018). Child‐centered play therapy: Aggression, empathy, and self‐regulation. Journal of Counseling & Development, 96(4), 399-409. Zhang, H., Chang, L., Chen, X., Ma, L., & Zhou, R. (2018). Working memory updating training improves mathematics performance in middle school students with learning difficulties. Frontiers in human neuroscience, 12, 154.

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Blanco, P. J., Muro, J. H., Holliman, R., Stickley, V. K., & Carter, K. (2015). Effect of child-centered play therapy on performance anxiety and academic achievement. Journal of Child and Adolescent Counseling, 1(2), 66-80. Clements, D. H., & Sarama, J. (2019). Executive function and early mathematical learning difficulties. In International handbook of mathematical learning difficulties: From the laboratory to the classroom (pp. 755-771). Cham: Springer International Publishing. Connolly, A. J. (2000). KeyMath: A diagnostic inventory of essential mathematics. Psycan. Daucourt, M. C., Erbeli, F., Little, C. W., Haughbrook, R., & Hart, S. A. (2020). A meta-analytical review of the genetic and environmental correlations between reading and attention-deficit/hyperactivity disorder symptoms and reading and math. Scientific Studies of Reading, 24(1), 23-56. Gathercole, S. E., Alloway, T. P., Kirkwood, H. J., Elliott, J. G., Holmes, J., & Hilton, K. A. (2008). Attentional and executive function behaviours in children with poor working memory. Learning and individual differences, 18(2), 214-223. Johann, V. E., & Karbach, J. (2020). Effects of game‐based and standard executive control training on cognitive and academic abilities in elementary school children. Developmental science, 23(4), e12866. Kaduson, H. G. (2015). Play Therapy with Children with Attention-Deficit/Hyperactivity Disorder. Play therapy: A comprehensive guide to theory and practice, 7(2), 415-38.
فصلنامه پژوهش های کاربردی در علوم رفتاری/ 99
Lowrie, T., Logan, T., & Hegarty, M. (2019). The influence of spatial visualization training on students’ spatial reasoning and mathematics performance. Journal of Cognition and Development, 20(5), 729-751. Sangani, A., & Ramak, N. (2019). The comparison of active memory and sensory processing styles in boys and girls children with writing learning disorder. Journal of Pediatric Nursing, 6(2), 30-36. Schottelkorb, A. A., Swan, K. L., & Ogawa, Y. (2020). Intensive child‐centered play therapy for children on the autism spectrum: A pilot study. Journal of counseling & development, 98(1), 63-73. Snowling, M. J., Moll, K., & Hulme, C. (2021). Language difficulties are a shared risk factor for both reading disorder and mathematics disorder. Journal of experimental child psychology, 202, 105009. Tye, C., Asherson, P., Ashwood, K. L., Azadi, B., Bolton, P., & McLoughlin, G. (2014). Attention and inhibition in children with ASD, ADHD and co-morbid ASD+ ADHD: an event-related potential study. Psychological medicine, 44(5), 1101-1116. Wilson, B. J., & Ray, D. (2018). Child‐centered play therapy: Aggression, empathy, and self‐regulation. Journal of Counseling & Development, 96(4), 399-409. Zhang, H., Chang, L., Chen, X., Ma, L., & Zhou, R. (2018). Working memory updating training improves mathematics performance in middle school students with learning difficulties. Frontiers in human neuroscience, 12, 154.