Comparison of the effectiveness of game-based therapy and game-based therapy integrated with cognitive rehabilitation on the math performance and anxiety mathematics in students with learning disabilities

Specific learning disabilities include a heterogeneous group of children who have problems in various domains. These problems have life-long effects that seem to extend far beyond reading, writing, and arithmetic, and profoundly affect areas such as health, mental health, interpersonal relationships, continuing education, employment opportunities, and the like.

The aim of this study was to compare the effectiveness of game-based therapy and game-based therapy integrated with cognitive rehabilitation techniques on the math performance and Anxiety mathematical in Students With learning disabilities (MLD).

In the quasi-experimental research of pre-test-post-test multi-group designs, among the statistical population of the study, including all students of third, fourth, fifth and sixth grades of the academic year of 2018- 19 of Khomeini Shahr city in Iran, the number of 36 students those with math learning disabilities were randomly divided into three groups of 12. (2 experimental and 1 control). Then the experimental groups were treated. During this period, the control group did not receive any psychological or pharmacological interventions. Shalve mathematics questionnaires and Kazeleskis mathematical anxiety scale were used to evaluate the subjects.

The results of data analysis showed that play therapy-based education and the play therapy-based education combined with cognitive rehabilitation methods in mathematical anxiety and mathematical achievement at the level of(p< 0.05) were associated with significant effectiveness. Also, play therapy-based education combined with cognitive rehabilitation methods was more effective in the mathematical achievement variable in students with mathematic learning disabilities compared to play therapy-based education.

This research was conducted with the aim of comparing the effectiveness of play therapy-based education and play therapy-based education integrated with cognitive rehabilitation methods in math anxiety and math academic progress in students with math learning disorders, by examining 36 students with math learning disorders who were in three There were experimental and control groups, the experimental groups received training based on play therapy and training based on play therapy integrated with cognitive rehabilitation methods