The effect of mind games on the writing of children with learning disabilities

The aim of this study was to investigate the effect of mind games on the writing of children with learning disabilities.

The research method was applied in terms of purpose and quasi-experimental in terms of research method with pre-test-post-test design with a control group. The statistical population of this study is all first to third grade female students in Tehran in the academic year 1399-1400. 30 people were selected as a statistical sample through cluster and purposeful sampling and were replaced in two groups of 15 people (one experimental group and one control group). The tools used in this study included the Falah Chay Writing Disorder Test (1995), play therapy equipment, and the Harris et al. (2004) game therapy package. The obtained data were analyzed using covariance method.

The findings showed that play therapy through mental games is effective on the handwriting of children with learning disabilities.

Therefore, based on the findings, mind games had a positive effect on spelling and writing composition of children with learning disabilities.