The Effectiveness of Play Therapy on Writing Disorders in Children with Attention Deficit / Hyperactivity Disorder

Document Type : Research Paper

Authors

1 PhD Student of Clinical Psychology, Islamic Azad University, Shiraz Branch, Iran

2 M.Sc, Clinical Psychology, Zahedan University of Medical Sciences

3 Nursing Expert, Psychiatry and Behavioral Sciences Research Center, Mashhad University of Medical Sciences

4 Senior Psychologist, Sirjan Azad University

Abstract

Introduction:In this study, the effectiveness of play therapy in children with attention deficit / hyperactivity disorder was studied.
Metod:In this experimental method, a sample of 30 male3 grader students with attention deficit / hyperactivity disorder were selected from Mashhad primary schools and then randomly assigned to two groups (15 experimental groups and 15 control group). The data gathering instruments included Child Symptom Inventories (CSI-4) teacher‘s form and Fallahchay writing disorder test. The play therapy was administered for experimental group in 10 sessions (40 minutes twise a week for 2months) and control group received no intervention and then again the writing disorder test was performed from both groups.
Results:The results of ANCOVA analysis showed that play therapy is effective on improving spelling, handwriting and writing combination in children with attention deficit / hyperactivity.
Conclusion: According to the research findings or findings, it can be concluded that play therapy can improve spelling error by improving attention and other cognitive functions. Also found is that play therapy has improved spelling error by reducing the symptoms of attention deficit / hyperactivity disorder.

Highlights

Introduction:In this study, the effectiveness of play therapy in children with attention deficit / hyperactivity disorder was studied.

Metod:In this experimental method, a sample of 30 male3 grader students with attention deficit / hyperactivity disorder were selected from Mashhad primary schools and then randomly assigned to two groups (15 experimental groups and 15 control group). The data gathering instruments included Child Symptom Inventories (CSI-4) teacher‘s form and Fallahchay writing disorder test. The play therapy was administered for experimental group in 10 sessions (40 minutes twise a week for 2months) and control group received no intervention and then again the writing disorder test was performed from both groups.

Results:The results of ANCOVA analysis showed that play therapy is effective on improving spelling, handwriting and writing combination in children with attention deficit / hyperactivity.

Conclusion: According to the research findings or findings, it can be concluded that play therapy can improve spelling error by improving attention and other cognitive functions. Also found is that play therapy has improved spelling error by reducing the symptoms of attention deficit / hyperactivity disorder.

Keywords

References

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medical journal of mashhad university of medical sciences
Volume 62, December
November and December 2019
Pages 26-34

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