Effectiveness of cognitive-behavioral play therapy on social adjustment and educational adaptability of students with reading disorder

The purpose of this study was to investigate the effectiveness of cognitive-behavioral play therapy on social adjustment and educational adaptability of students with reading disorder. This is an applied research with an experimental method, with control group and experimental group. The design of this research is a pretest-posttest experimental design with random assignment. The statistical population of the study consisted of dyslexic students of the first, second, and third grade elementary dyspareunia who referred to two centers of learning disability in the sixth district of Tehran in 2016-2017. From this population, according to the purpose of the study, a sample size of 30 people, including two groups of 15 (experimental and control group), were randomly selected by means of dyslexia test (n=30). To the experimental group, cognitive-behavioral therapy game sessions were taught in ten sessions (90 minutes each session, 3 days a week) and one day. The control group did not receive an intervention during this period. Both groups responded to the California Social Adaptation Inventory and the Academic Adjustment Questionnaire, before and after the implementation of the test. Data were analyzed using statistical methods such as mean, standard deviation, assumptions testing and analysis of covariance. The results showed that learning play therapy based on cognitive-behavioral approach has a significant effect on social adjustment and educational adaptability of students with reading disorder at a significant level of P