The Effect of Play Therapy Based on Cognitive-behavioral Approach on Academic Achievement and Self-esteem of Students with Special Learning Disabilities

The aim of this study was to determine the role of play therapy based on cognitive-behavioral approach in increasing self-esteem and improving academic performance of students with special learning disabilities (inadequacy and dyslexia).

The statistical population of the present study consists of 415 primary school male students of Shahid Danesh School in Tehran, who were studying in the academic year of 1996-97. The sample group consisted of 44 students with dyslexia and dyslexia by simple random sampling and were replaced in the experimental and control groups. The research design was experimental (pre-test and post-test with control group). After performing the pre-test of Colorado Learning Disabilities Questionnaire (CLDQ) and Cooper-Smith Self-Esteem Questionnaire for both groups, the experimental group for 2 weeks, in 8 sessions of 45 minutes under play therapy training with cognitive behavior approach developed by Schaffer were included and after this period, post-test was performed for both groups. Data were analyzed using analysis of covariance (ANCOVA).

The results showed that play therapy significantly increased the level of self-esteem at the level of P <0.05 and improved the performance of mathematics and reading of students with disability at the level of P <0.05 and dyslexia at the level of P <0.01.

The results showed that play therapy based on cognitive-behavioral approach as an effective method has a positive effect on increasing studentschr('39') self-esteem and academic achievement and leads to a reduction in math and reading problems in students with disorders. It becomes special learning.