Volume 23, Issue 3 (12-2025)
RBS 2025, 23(3): 585-603 |
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ghasemi toosi M, hashemi Z, akhavan tafti M. Design and validation of an integrated group play therapy program to improve cognitive flexibility, emotional-behavioral skills, and visual-motor ability of students with reading disorders in elementary school in District 7 of Mashhad city.. RBS 2025; 23 (3) :585-603
URL: http://rbs.mui.ac.ir/article-1-2003-en.html
URL: http://rbs.mui.ac.ir/article-1-2003-en.html
1- Ph.D. Candidate in Educational Psychology, Department of Educational Psychology, Faculty of Education and Psychology, Alzahra University, Tehran, Iran.
2- Associate Professor, Department of Educational Psychology, Faculty of Education and Psychology, Alzahra University, Tehran, Iran. ,z.hashemi@alzahra.ac.ir
3- Professor, Department of Educational Psychology, Faculty of Education and Psychology, Alzahra University, Tehran, Iran.
2- Associate Professor, Department of Educational Psychology, Faculty of Education and Psychology, Alzahra University, Tehran, Iran. ,
3- Professor, Department of Educational Psychology, Faculty of Education and Psychology, Alzahra University, Tehran, Iran.
Abstract: (20 Views)
Abstract
Background and Aim: The present study aimed to design and test an integrated group play therapy program to enhance cognitive flexibility, emotional-behavioral skills, and visual-motor abilities in primary school students with reading disorders in District 7 of Mashhad.
Materials and Methods: This study employed a quasi-experimental design with a pre-test, post-test, and a control group. The research population consisted of all second to fourth-grade primary school students with reading disorders in District 7 of Mashhad during the academic year 2023-2024. From this population, 60 students were selected using convenience sampling and were randomly assigned to either the experimental group or the control group (n=30 in each group). Data were collected using the Delis-Kaplan Executive Function System (D-KEFS), the Student Emotional-Social Competence Questionnaire (Zou & Ji, 2012), and the Social Skills Rating System (Gresham & Elliott, 1990). Following the initial assessment, the experimental group received an integrated group play therapy intervention for 24 sessions (60 minutes per session), twice a week. The control group received no intervention. Data were analyzed using multivariate analysis of covariance (MANCOVA) in SPSS-23 software.
Findings: The results indicated that the integrated group play therapy program was effective in improving cognitive flexibility, emotional-behavioral skills, and visual-motor abilities in primary school students with reading disorders.
Conclusion: Given the effectiveness of the integrated group play therapy program, it is recommended that similar programs be implemented. It is also suggested that training workshops be conducted to ensure that therapists possess sufficient knowledge in this area.
Background and Aim: The present study aimed to design and test an integrated group play therapy program to enhance cognitive flexibility, emotional-behavioral skills, and visual-motor abilities in primary school students with reading disorders in District 7 of Mashhad.
Materials and Methods: This study employed a quasi-experimental design with a pre-test, post-test, and a control group. The research population consisted of all second to fourth-grade primary school students with reading disorders in District 7 of Mashhad during the academic year 2023-2024. From this population, 60 students were selected using convenience sampling and were randomly assigned to either the experimental group or the control group (n=30 in each group). Data were collected using the Delis-Kaplan Executive Function System (D-KEFS), the Student Emotional-Social Competence Questionnaire (Zou & Ji, 2012), and the Social Skills Rating System (Gresham & Elliott, 1990). Following the initial assessment, the experimental group received an integrated group play therapy intervention for 24 sessions (60 minutes per session), twice a week. The control group received no intervention. Data were analyzed using multivariate analysis of covariance (MANCOVA) in SPSS-23 software.
Findings: The results indicated that the integrated group play therapy program was effective in improving cognitive flexibility, emotional-behavioral skills, and visual-motor abilities in primary school students with reading disorders.
Conclusion: Given the effectiveness of the integrated group play therapy program, it is recommended that similar programs be implemented. It is also suggested that training workshops be conducted to ensure that therapists possess sufficient knowledge in this area.
Keywords: Integrated Group Play Therapy, Cognitive Flexibility, Visual-Motor Ability, Emotional-Behavioral Skills, Reading Disorder, Students
Type of Study: Research |
Subject:
Special
Received: 2025/09/21 | Accepted: 2025/11/23 | Published: 2025/12/1
Received: 2025/09/21 | Accepted: 2025/11/23 | Published: 2025/12/1
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