ArticleInternational journal of school health2025
Effectiveness of Cognitive-Behavioral Play Therapy on Behavioral Adjustment and Problem-Solving Skills in Students with Dyslexia.
Article in International journal of school health, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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2 citing papers in PubMed.
- Evaluating the Effectiveness of Cognitive Behavioral Play Therapy on Visual Attention and Mathematical Concept Acquisition in Students with Learning Disabilities.International journal of school health · 2026Article
- The Impact of Problem-Solving Skills Training on Rumination and Anxiety Sensitivity in Students with Clinical Levels of Aggression.International journal of school health · 2025Article
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4 authors.
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Abstract
Background: Dyslexia, a specific learning disorder characterized by reading difficulties, can significantly impact students' academic progress and social-emotional well-being. This study investigated the effectiveness of cognitive-behavioral play therapy (CBPT) on behavioral adjustment and problem-solving skills in students with dyslexia. Methods: A quasi-experimental design with a pre-test, post-test, and follow-up with a control group was employed. The population consisted of all elementary school students in Tehran, Iran, who were diagnosed with dyslexia at learning disability centers in the 2022-2023 academic year. Using a convenience sampling method, 30 participants were selected from the target population and randomly assigned to either the experimental (CBPT) or control group. The Adaptive Behavior Scale (ABS) and the Problem-Solving Style Questionnaire (PSSQ) were used to assess the participants. The experimental group received eight 60-minute CBPT sessions based on cognitive-behavioral therapy techniques, while the control group received no intervention during this period. Repeated measures ANOVA, along with Bonferroni post-hoc tests, were employed to analyze the data using SPSS version 27.0. Results: At pre-test, both groups exhibited similar levels of behavioral adjustment (CBPT group: 229.06±22.37; control group: 229.26±25.10) and problem-solving skills (CBPT group: 7.33±1.87; control group: 7.66±2.09). Post-intervention, the CBPT group demonstrated a significant improvement in behavioral adjustment (209.86±20.20) compared with the control group (228.40±24.12). In contrast, the control group showed no significant change in behavioral adjustment. Regarding problem-solving skills, the CBPT group exhibited a notable increase (10.20±2.36) after the intervention, while the control group demonstrated a slight improvement (7.80±2.30). The results revealed that CBPT significantly improved behavioral adjustment and problem-solving skills in the post-test phase (P<0.001). Follow-up results indicated the sustained effectiveness of the CBPT intervention. Conclusions: CBPT emerged as an effective intervention for enhancing behavioral adjustment and problem-solving skills in students with dyslexia. The findings highlighted the potential of CBPT to address the social-emotional and academic challenges faced by this population.
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