The effect of cognitive- behavioral play therapy on the improvement of the mathematical and reading performances of students with dyscalculia and dyslexia

Authors

1 Corresponding Author: Assistant Professor of Educational Psychology, University of Mohaghegh Ardabili

2 Professor of Psychology, University of Mohaghegh Ardabili

3 MA in Clinical psychology, Islamic Azad University, Ardabil Branch.

4 Assistant Professor of Educational Psychology, University of Mohaghegh Ardabili.

Abstract

The purpose of this study is to determine the efficacy of paly therapy with cognitive behavioral approach on the improvment of mathematics and reading ability of students with dyscalculia and dyslexia. Sample selected consist of 40 dyscalculia and dyslexic boys in elementary schools among 380 students in Namin city that selected randomly for sampling.Method experimental and pretest post test design with control group was used. In this study data was collected by Clorado Learning Difficulties Questionarie (CLDQ). After implementing the pre-test, for both groups, experimental group for 2 weeks, in 8 fourty-tive-minute sessions under training the play therapy based on recognizable-behavioral approach which was made by Schaefer (1992), was conducted and after end of this period, post-test for both groups was conducted. The obtained data were analyzied in two levels of descriptive and inferential statics and by use of covariance test (ANCOVA) with SPSS software. The obtained results showed that use of play therapy with cognitive behavioral approach cauced improvement in mathematical and reading performance of students with dyscalculia with level of P<0/05 and dyslexia with level of P<0/01. The results showed that the playtherapy with cognitive-behavioral approach has positive effects on the improvement of mathematical and reading performance of students and leads to reduction of mathematical and reading difficulties in them.

Keywords

References

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