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year 15, Issue 1 (Spring 1 2026 2026)
Rooyesh 2026, 15(1): 169-180 |
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Ethics code: IR.IAU.SARI.REC.1404.006
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Shakery Chenary H, Akbarnataj bisheh K, Mohammadian Akerdi E. (2026). Comparing the effectiveness of cognitive behavioral play therapy and cognitive rehabilitation on the academic achievement in students with dyslexia. Rooyesh. 15(1), 169-180. doi:10.66224/Rooyesh.15.1.169
URL: http://frooyesh.ir/article-1-6500-en.html
URL: http://frooyesh.ir/article-1-6500-en.html
1- M.A. Student in Clinical Psychology, Department of Psychology, Sari Branch, Islamic Azad University, Sari, Iran.
2- Assistant Professor, Department Of Nursing, Sar.C., Islamic Azad University, Sari, Iran. ,akbar2536@gmail.com
3- Visiting Professor, Department of Psychology, Sari Branch, Islamic Azad University, Sari, Iran.
2- Assistant Professor, Department Of Nursing, Sar.C., Islamic Azad University, Sari, Iran. ,
3- Visiting Professor, Department of Psychology, Sari Branch, Islamic Azad University, Sari, Iran.
Abstract: (239 Views)
The aim of the present study was to compare the effectiveness of cognitive-behavioral play therapy and cognitive rehabilitation on the academic achievement of dyslexic students. The method of the present study was a quasi-experimental design with a pre-test-post-test design and a control group with a one-month follow-up period. The statistical population of this study was students aged 8 to 12 with dyslexia who had referred to centers for children with learning disabilities in Babol in the academic year 1403-1404. 54 students were selected using convenience sampling and randomly assigned to two experimental groups and a control group (18 students in each group). Participants in the cognitive-behavioral play therapy group were individually intervened in 10 30-minute sessions and participants in the cognitive rehabilitation group were individually intervened in 8 45-minute sessions. The instrument used was the Educational Performance Questionnaire (EPT) by Pham and Taylor (1999). Data were analyzed using repeated measures analysis of variance and Bonferroni post hoc test. The results showed that there was a significant difference between the mean of post-test academic achievement in the experimental and control groups (p<0.01). However, there was no significant difference between the post-test and follow-up (p<0.05) and the results were maintained in the follow-up period. Also, no significant difference was observed between the two experimental groups (p<0.05). Therefore, cognitive-behavioral play therapy and cognitive rehabilitation have the same effectiveness on the academic achievement of dyslexic students and both interventions can be used as effective and accessible treatment approaches to improve academic achievement.
Keywords: Cognitive-Behavioral Play Therapy, Cognitive Rehabilitation, Academic Achievement, Dyslexia.
Type of Article: Research |
Subject:
Clinical Psychology
Received: 2025/08/17 | Accepted: 2025/08/30 | ePublished: 2026/03/29
Received: 2025/08/17 | Accepted: 2025/08/30 | ePublished: 2026/03/29
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