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

Message:
Article Type:
Research/Original Article (دارای رتبه معتبر)
Abstract:
Objective

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.

Method

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).

Results

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).

Conclusion

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.

Language:
Persian
Published:
Journal of Exceptional Children, Volume:23 Issue: 3, 2023
Pages:
123 to 134
https://www.magiran.com/p2665807  
سامانه نویسندگان
  • Faramarzi، Salar
    Corresponding Author (1)
    Faramarzi, Salar
    Full Professor Department of Psychology of Children with Special Needs, Faculty of Education and Psychology, University Of Isfahan, اصفهان, Iran
  • Ghaderi، Farzad
    Author (3)
    Ghaderi, Farzad
    .Ph.D psychology, University Of Isfahan, اصفهان, Iran
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