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 More
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.
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