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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 45، 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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آمار تعداد مشاهده مقاله: 414 تعداد دریافت فایل اصل مقاله: 206 |
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