Effectiveness of Play Therapy on Attention Deficit in Students with Attention Deficit / Hyperactivity Disorder and Students with Learning Disabilities in the First Period Elementary School of Jam City

Most behavioral maladaptations and disorders in adolescence and adulthood are caused by ignoring the emotional-behavioral issues and problems of childhood and not guiding the developmental process of the child. The aim of this study was the effectiveness of play therapy on attention deficit in students with attention deficit / hyperactivity disorder and students with learning disabilities in the first period elementary school of Jam city.

This quasi-experimental study was a pre-test, post-test with a control group and a follow-up period. The statistical population of the present study included all first grade elementary students in the city of Jam in the academic year 2021-2022. Statistical samples of 51 people were purposefully divided equally between experimental and control groups. The instruments used were the Connors Teacher Form Attention Deficit Hyperactivity Disorder (CADHDQ) Questionnaire (1990) and the Springer et al Protocol (2012) and Mohammad Ismail (2008).

The results showed that play therapy was effective on attention deficit in students with attention deficit / hyperactivity disorder and students with learning disabilities and the observed difference compared to the control group was statistically significant (p <0.01).

According to the research results, it can be stated that by equipping education counseling clinics with playrooms, therapy and play therapy, a step can be taken to reduce the symptoms of attention deficit / hyperactivity disorder in hyperactive children.