The effectiveness of play therapy based on child- parentrelationship on social adjustment and social skills of Intellectualdisability students with visually impaired

One of the most obvious ways to change behavior in children is play therapy. The purpose of this study was to investigate the effectiveness of play therapy based on parent-child relationship on social adjustment and social skills of intellectual disability students with Visually impaired.

In this research, single case research method with A-B-A design was used. The statistical population included all Intellectual disability students with Visually impaired in the elementary school in Isfahan city in 2020, and three of them were selected using available sampling method. After three baseline sessions, the mothers of the students received a play therapy program based on the parent-child relationship in 10 sessions of 120 minutes, and one month after the end of the intervention, they underwent a follow-up test in three sessions. The tools of this research included the California Social Adjustment Questionnaire and the Gresham and Elliott Social Skills Questionnaire. In order to analyze the research data, visual analysis, trend index and stability index, effect size, percentage of overlapping and non-overlapping data were used.

The results of data analysis showed play therapy based on parent-child relationship has been effective on social adjustment and social skills of intellectual disability -blind students. The non-overlapping percentage of social adjustment and social skills data in two baseline and intervention situations for three subjects is 88% and 100% and the recovery percentage index was 14.04 and 22.41 respectively. This effectiveness was still evident in the 30-day follow-up phase.

Based on the findings of this research, it can be said that play therapy based on parent-child relationship can play an important role in increasing the social adjustment and social skills of intellectual disability students with visually impaired.