University of Mohaghegh Ardabili Journal of Learning Disabilities 2251-8673 9 2 2020 01 21 The effectiveness of child-centered game therapy on working memory and processing speed of children with learning disabilities The effectiveness of child-centered game therapy on working memory and processing speed of children with learning disabilities 95 115 858 10.22098/jld.2020.858 FA M Karamalian MA of Clinical Psychology, Najafabad Branch, Islamic Azad University, Najafabad, Iran S.A Haghayegh Assistant Professor of Psychology, Najafabad Branch, Islamic Azad University, Najafabad, Iran S Rahimi Pardanjani PhD of Psychology, Isfahan University Journal Article 2020 02 08 The purpose of this study was to investigate the effectiveness of child-centered game therapy on working memory and processing speed of children with learning disabilities. This research was a semi-experimental design with pre-test/post-test and control group. The population of the study consisted of all preschool female students in Esfahan who studied in the academic year of 2017-2018. In order to select the sample, from preschool schools in District 3, six schools were selected and 30 female students through Canner’s neuropsychological test by availability sampling were selected and placed into an experimental group (15 participants) and a control (15 participants). In order to collect the data, the active memory and the processing speed subscales of the fourth edition of the Wechsler test for children and adolescents were used. The experimental group was trained through the child-centered game therapy for 12 sessions of 45 minutes (This intervention was applied for two months at the students' free time in the kindergarten game room), but the control group did not receive any intervention. The data was analyzed by SPSS software and covariance analysis. The results showed that child-centered game therapy had a significant effect on the active memory and processing speed of students in the experimental group compared with the control group (p < .05). It can be concluded that the CCPT can be effective in improving active memory and processing speed as two effective cognitive factors in children with neuropsychological/developmental learning disabilities. The purpose of this study was to investigate the effectiveness of child-centered game therapy on working memory and processing speed of children with learning disabilities. This research was a semi-experimental design with pre-test/post-test and control group. The population of the study consisted of all preschool female students in Esfahan who studied in the academic year of 2017-2018. In order to select the sample, from preschool schools in District 3, six schools were selected and 30 female students through Canner’s neuropsychological test by availability sampling were selected and placed into an experimental group (15 participants) and a control (15 participants). In order to collect the data, the active memory and the processing speed subscales of the fourth edition of the Wechsler test for children and adolescents were used. The experimental group was trained through the child-centered game therapy for 12 sessions of 45 minutes (This intervention was applied for two months at the students' free time in the kindergarten game room), but the control group did not receive any intervention. The data was analyzed by SPSS software and covariance analysis. The results showed that child-centered game therapy had a significant effect on the active memory and processing speed of students in the experimental group compared with the control group (p < .05). It can be concluded that the CCPT can be effective in improving active memory and processing speed as two effective cognitive factors in children with neuropsychological/developmental learning disabilities. https://jld.uma.ac.ir/article_858_addeb98d1202aa3482f4b14a429a5882.pdf