Nosrat Jafari; Tahereh Roshani; giti shahbazi
Abstract
Children with learning disabilities form a heterogeneous group. Their common denominator is that they all have difficulty in learning school subjects. The present study determines the effectiveness of cognitive-behavioral play therapy on reducing handwriting and math problems in students with special ...
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Children with learning disabilities form a heterogeneous group. Their common denominator is that they all have difficulty in learning school subjects. The present study determines the effectiveness of cognitive-behavioral play therapy on reducing handwriting and math problems in students with special learning disabilities. Method: The present study was a quasi-experimental with a pretest- posttest design with a control group. The statistical population includes all male students in the third grade of primary school in Ilam in 1400. Using the available sampling method, 20 people (10 people in the experimental group and 10 people in the control group) were selected as the sample size. The research tools were Kosanj et al.'s (2012) questionnaire, handwriting problem checklist, failure test, and mathematical performance test for math disorder and cognitive-behavioral play therapy protocol. Data were analyzed using multivariate analysis of covariance. The results showed that cognitive-behavioral play therapy effectively reduced handwriting and math problems and mathematical components of students with special learning disabilities. Therefore, it can be said that teaching the cognitive-behavioral play therapy can solve the handwriting and math writing problems in students with learning disabilities and can inform them to deal with problems during school.Cognitive: behavioral play therapy, handwriting and math writing disorder, special learning disabilities
