Payame Noor University Research in School and Virtual Learning 3060-6497 9 3 2022 02 20 The Effectiveness of Cognitive-Behavioral Play Therapy on Reducing Hand-writing and Math Problems in Students with Special Learning Disabilities The Effectiveness of Cognitive-Behavioral Play Therapy on Reducing Hand-writing and Math Problems in Students with Special Learning Disabilities 93 100 8573 10.30473/etl.2022.61408.3652 FA Nosrat Jafari Instructor, Department of Psychology, Payame Noor University, Tehran, Iran Tahereh Roshani Instructor, Department of Psychology, Payame Noor University, Tehran, Iran Giti Shahbazi Corresponding Author: PhD Student in Clinical Psychology, Department of Psychology, Islamic Azad University, Tehran, Iran Journal Article 2021 10 26 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.<br />Cognitive: behavioral play therapy, handwriting and math writing disorder, special learning disabilities 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.<br />Cognitive: behavioral play therapy, handwriting and math writing disorder, special learning disabilities https://etl.journals.pnu.ac.ir/article_8573_2708b304a4e3dedaff5f4f5afe374905.pdf