Volume 18, Issue 4 (Pajouhan Scientific Journal, Summer 2020)                   psj 2020, 18(4): 1-8 | Back to browse issues page


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Abbaslo F. The Effect of Play Therapy Based on Cognitive-behavioral Approach on Academic Achievement and Self-esteem of Students with Special Learning Disabilities. psj. 2020; 18 (4) :1-8
URL: http://psj.umsha.ac.ir/article-1-542-en.html
MSc in Clinical Psychology, School of Educational Sciences and Psychology, Mohaghegh Ardebili University, Ardebil, Iran , fatemehmaghsoudi40@gmail.com
Abstract:   (2830 Views)
Background and Objectives: The aim of this study was to determine the role of play therapy based on cognitive-behavioral approach in increasing self-esteem and improving academic performance of students with special learning disabilities (inadequacy and dyslexia).
Materials and Methods: The statistical population of the present study consists of 415 primary school male students of Shahid Danesh School in Tehran, who were studying in the academic year of 1996-97. The sample group consisted of 44 students with dyslexia and dyslexia by simple random sampling and were replaced in the experimental and control groups. The research design was experimental (pre-test and post-test with control group). After performing the pre-test of Colorado Learning Disabilities Questionnaire (CLDQ) and Cooper-Smith Self-Esteem Questionnaire for both groups, the experimental group for 2 weeks, in 8 sessions of 45 minutes under play therapy training with cognitive behavior approach developed by Schaffer were included and after this period, post-test was performed for both groups. Data were analyzed using analysis of covariance (ANCOVA).
Results: The results showed that play therapy significantly increased the level of self-esteem at the level of P <0.05 and improved the performance of mathematics and reading of students with disability at the level of P <0.05 and dyslexia at the level of P <0.01.
Conclusions: The results showed that play therapy based on cognitive-behavioral approach as an effective method has a positive effect on increasing studentschr('39') self-esteem and academic achievement and leads to a reduction in math and reading problems in students with disorders. It becomes special learning.
Full-Text [PDF 692 kb]   (104 Downloads)    
Type of Study: Research Article | Subject: Psychology and Psychiatry
Received: 2019/11/13 | Accepted: 2019/12/28 | Published: 2020/04/8

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