Effectiveness of Interaction Play on Adaptive Behaviors of Students with Nonverbal Learning Disorder

The present study was conducted with the aim of investigating the effectiveness of interactive play (interactive games training) on the adaptive behaviors of students with non-verbal learning disorders.

The research method was an experiment with a pre-test-post-test design with a control group. The statistical population included students with non-verbal learning disorder in Isfahan City in 2019-2019. Thirty people were selected according to the criteria for entering the research by multi-stage sampling method and randomly assigned to two experimental and control groups. The experimental group was subjected to a ten-session intervention of interactive games training in the form of weekly 90-minute sessions, and the control group remained on the waiting list and did not receive any intervention. Subjects of the two groups were evaluated in the pre-test and post-test stages with the Weinland Adaptive Behavior Scale (second edition).

The results of multivariate covariance analysis showed a significant difference (P<0.05) between the performance of the experimental and control groups in the two subscales of communication skills and life skills; however, there was no significant difference in the social skills subscale (P<0.05).

According to the results, “interactive games training” has an effect on the adaptive behaviors of students with non-verbal learning disorders; so this method can be used to improve adaptive skills along with other therapeutic approaches.