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Vosoughi Kalantari, Ali, Marashian, Fatemeh Sadat, Dasht Bozorgi, Zahra, Hafezi, Fariba. (1403). Effectiveness of Cognitive-Behavioral Play Therapy on Behavioral Adjustment and Problem-Solving Skills in Students with Dyslexia. سامانه مدیریت نشریات علمی, 12(1), 53-62. doi: 10.30476/intjsh.2024.103497.1427
Ali Vosoughi Kalantari; Fatemeh Sadat Marashian; Zahra Dasht Bozorgi; Fariba Hafezi. "Effectiveness of Cognitive-Behavioral Play Therapy on Behavioral Adjustment and Problem-Solving Skills in Students with Dyslexia". سامانه مدیریت نشریات علمی, 12, 1, 1403, 53-62. doi: 10.30476/intjsh.2024.103497.1427
Vosoughi Kalantari, Ali, Marashian, Fatemeh Sadat, Dasht Bozorgi, Zahra, Hafezi, Fariba. (1403). 'Effectiveness of Cognitive-Behavioral Play Therapy on Behavioral Adjustment and Problem-Solving Skills in Students with Dyslexia', سامانه مدیریت نشریات علمی, 12(1), pp. 53-62. doi: 10.30476/intjsh.2024.103497.1427
Vosoughi Kalantari, Ali, Marashian, Fatemeh Sadat, Dasht Bozorgi, Zahra, Hafezi, Fariba. Effectiveness of Cognitive-Behavioral Play Therapy on Behavioral Adjustment and Problem-Solving Skills in Students with Dyslexia. سامانه مدیریت نشریات علمی, 1403; 12(1): 53-62. doi: 10.30476/intjsh.2024.103497.1427

Effectiveness of Cognitive-Behavioral Play Therapy on Behavioral Adjustment and Problem-Solving Skills in Students with Dyslexia

International Journal of School Health
مقاله 7، دوره 12، شماره 1 - شماره پیاپی 44، فروردین 2025، صفحه 53-62    اصل مقاله (359.81 K)
نوع مقاله: Research Article (s)
شناسه دیجیتال (DOI): 10.30476/intjsh.2024.103497.1427
نویسندگان
Ali Vosoughi Kalantari؛ Fatemeh Sadat Marashian* ؛ Zahra Dasht Bozorgi؛ Fariba Hafezi
Department of Psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran
چکیده
Background: Dyslexia, a specific learning disorder characterized by reading difficulties, can significantly impact students’ academic progress and social-emotional well-being. This study investigated the effectiveness of cognitive-behavioral play therapy (CBPT) on behavioral adjustment and problem-solving skills in students with dyslexia.
Methods: A quasi-experimental design with a pre-test, post-test, and follow-up with a control group was employed. The population consisted of all elementary school students in Tehran, Iran, who were diagnosed with dyslexia at learning disability centers in the 2022-2023 academic year. Using a convenience sampling method, 30 participants were selected from the target population and randomly assigned to either the experimental (CBPT) or control group. The Adaptive Behavior Scale (ABS) and the Problem-Solving Style Questionnaire (PSSQ) were used to assess the participants. The experimental group received eight 60-minute CBPT sessions based on cognitive-behavioral therapy techniques, while the control group received no intervention during this period. Repeated measures ANOVA, along with Bonferroni post-hoc tests, were employed to analyze the data using SPSS version 27.0.
Results: At pre-test, both groups exhibited similar levels of behavioral adjustment (CBPT group: 229.06±22.37; control group: 229.26±25.10) and problem-solving skills (CBPT group: 7.33±1.87; control group: 7.66±2.09). Post-intervention, the CBPT group demonstrated a significant improvement in behavioral adjustment (209.86±20.20) compared with the control group (228.40±24.12). In contrast, the control group showed no significant change in behavioral adjustment. Regarding problem-solving skills, the CBPT group exhibited a notable increase (10.20±2.36) after the intervention, while the control group demonstrated a slight improvement (7.80±2.30). The results revealed that CBPT significantly improved behavioral adjustment and problemsolving skills in the post-test phase (P<0.001). Follow-up results indicated the sustained effectiveness of the CBPT intervention.
Conclusions: CBPT emerged as an effective intervention for enhancing behavioral adjustment and problem-solving skills in students with dyslexia. The findings highlighted the potential of CBPT to address the social-emotional and academic challenges faced by this population.

تازه های تحقیق

Ali Vosoughi Kalantari: (Google Scholar)

Fatemeh Sadat Marashian: (Google Scholar)

کلیدواژه‌ها
Cognitive behavioral therapy؛ Dyslexia؛ Problem solving؛ Students
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