Investigating the Effect of Cognitive Behavioral Play Therapy Skills on Improving Reading Performance and Executive Functions of Dyslexic Students

Subject Areas : Adolescent health

mina shamshiri ¹ , Esmat Danesh ² , ناهید هواسی ³ , ارزو تاری مرادی ⁴

1 -
2 - Professor, Department of Clinical Psychology, Shahid Beheshti University, Tehran, Iran, (Corresponding Author), and Tell: [phone], Email: [e-mail]
3 - گروه مشاوره دانشگاه آزاد اسلامی واحد کرج
4 - دانشگاه ازاد اسلامی واحد کرج/ دانشکده روانشناسی/ هیئت علمی/ استادیار

Received: 2024-07-23 Accepted : 2024-08-24 Published : 2024-09-14

Keywords: Cognitive Behavioral Play Therapy, Dyslexia, Executive Functions, Learning Disorders, Reading Performance,

Abstract :

Abstract Introduction: Dyslexia is a specific learning disorder that is characterized by serious and continuous problems in learning reading skills, and its cause is not the existence of problems related to brain damage, vision problems, and insufficient or incorrect education. This study aimed to examine the effect of cognitive behavioral therapy skills on reading performance and executive functions of dyslexic students. Research method: This research was semi-experimental with a pre-test-post-test design and a control group with a one-month follow-up period. The statistical population consisted of dyslexic students who were referred to the learning disorders center of one district of Karaj in the academic year of 1401-1400. 30 students were purposefully included in the study and randomly assigned to the experimental and control groups (15 people in each group). The students of the intervention group were trained in cognitive behavioral play therapy skills in 10 sessions, twice a week. The research tools included Kerami's reading and dyslexia test and Gioia et al.'s executive performance behavior rating list. Data analysis was done using SPSS version 26 software and analysis of variance with repeated measures. Findings: The results showed that cognitive behavioral therapy skills were effective in improving reading performance (P<0.01) and increasing executive functions (P<0.05) of students, and the effect of this intervention method lasted until the one-month follow-up stage (P=0.053). Conclusion: According to the results obtained using cognitive-behavioral play therapy, an effective step can be taken to improve the reading performance and executive functions of dyslexic students.

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