Comparison of the Effectiveness of Cognitive‑Behavioral Play Therapy and Motor Skills Training on Executive Functions of Students with Dyslexia

Dehghanifar, Bahareh; Nasri, Sadegh; Qodsi, Parvaneh

doi:10.22098/jld.2026.19637.2325

Comparison of the Effectiveness of Cognitive‑Behavioral Play Therapy and Motor Skills Training on Executive Functions of Students with Dyslexia

Document Type : Research Paper

Authors

¹ Department of Psychology, K C.,Islamic Azad University, Kish, Iran

² Associate Professor,Department of Psychology and Counseling, Farhangian University, Tehran, Iran

³ Assistant Professor, Department of Psychology, Central Tehran Branch, Islamic Azad University, Tehran, Iran

10.22098/jld.2026.19637.2325

Abstract

Objectives: The present study examined the comparative effectiveness of cognitive behavioral play therapy and motor skills training in enhancing executive functions among primary school students with dyslexia.
Methods : A pretest–posttest controlled experimental design with follow up was employed. The independent variable consisted intervention (cognitive behavioral play therapy, motor skills training, and control group), while executive functions served as the dependent variable. The study population included first to third grade students with dyslexia referred to the Learning Disabilities Center of the Shiraz . Using G*Power, a total sample of 45 participants (15 per group) was determined and randomly assigned to the groups. The interventions included 12 ninety-minute sessions of cognitive behavioral play therapy (Ashouri & Yazdanipour, 2018) and 19 sixty-minute sessions of motor skills training (Torkizadeh et al., 2020). Assessment tools comprised a clinical interview, the Comprehensive Dyslexia Diagnostic Test and the Behavior Rating Inventory of Executive Function . Data were analyzed using univariate analysis of covariance and Bonferroni post hoc tests in SPSS 26.
Results:Findings revealed that both cognitive behavioral play therapy and motor skills training significantly improved executive functions in the posttest (F = 101.926, p < .001) and follow up (F = 101.743, p < .001) phases. Moreover, cognitive behavioral play therapy demonstrated superior effectiveness compared to motor skills training across both assessment stages (p < .001).
Conclusions: Results support the utility of cognitive behavioral play therapy and motor skills training in enhancing executive functions , with cognitive behavioral play therapy showing a comparatively greater impact.

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