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Volume 22, Issue 3 (Autumn 2020)
Advances in Cognitive Sciences 2020, 22(3): 24-36 |
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Kheirolah Bayatiani G, Hafezi F, Asgari P, Naderi F. Comparison of the effectiveness of cognitive-behavioral play therapy and theory of mind training on cognitive flexibility of students with specific learning disabilities and comorbidity with attention-deficit/hyperactivity disorder as a moderator. Advances in Cognitive Sciences 2020; 22 (3) :24-36
URL: http://icssjournal.ir/article-1-1156-en.html
URL: http://icssjournal.ir/article-1-1156-en.html
1- PhD Student of Educational Psychology, Department of Psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran
2- Assistant Professor, Department of Psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran
3- Associate Professor, Department of Psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran
2- Assistant Professor, Department of Psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran
3- Associate Professor, Department of Psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran
Abstract: (4132 Views)
Introduction: The present study aimed to evaluate the effectiveness of cognitive-behavioral play therapy and theory of mind training on cognitive flexibility in students with special learning disabilities with and without comorbidity of attention deficit hyperactivity disorder.
Methods: The study’s population consists of students with special learning disabilities of girls and boys aged 10 to 12 years in Ahvaz. Among them, 40 people (20 people for each of the experimental and control groups in such a way that each group consisted of an equal number of students with special learning disabilities with impaired attention deficit hyperactivity disorder and without it) were selected by targeted sampling method. Moreover, they were randomly assigned to experimental and control groups. The Wisconsin card test was used to collect information. The research method was experimental with a pre-test-post-test design with a control group. The first experimental group was trained in the theory of mind, the second experimental group was treated with cognitive-behavioral play therapy, and the control group was included in the waiting list for intervention. Data were analyzed using a single-variable covariance analysis statistical test.
Results: The results showed that the theory of mind training and cognitive-behavioral play therapy were effective in improving students' cognitive flexibility (P<0.01). However, there was no significant difference between the effectiveness of the two interventions (P<0.05). The results also revealed that comorbidity of attention deficit hyperactivity disorder moderated the effectiveness of these interventions.
Conclusion: According to these interventions, it is suggested that such programs be implemented by holding training workshops in order to give therapists the opportunity to have sufficient knowledge in this field.
Methods: The study’s population consists of students with special learning disabilities of girls and boys aged 10 to 12 years in Ahvaz. Among them, 40 people (20 people for each of the experimental and control groups in such a way that each group consisted of an equal number of students with special learning disabilities with impaired attention deficit hyperactivity disorder and without it) were selected by targeted sampling method. Moreover, they were randomly assigned to experimental and control groups. The Wisconsin card test was used to collect information. The research method was experimental with a pre-test-post-test design with a control group. The first experimental group was trained in the theory of mind, the second experimental group was treated with cognitive-behavioral play therapy, and the control group was included in the waiting list for intervention. Data were analyzed using a single-variable covariance analysis statistical test.
Results: The results showed that the theory of mind training and cognitive-behavioral play therapy were effective in improving students' cognitive flexibility (P<0.01). However, there was no significant difference between the effectiveness of the two interventions (P<0.05). The results also revealed that comorbidity of attention deficit hyperactivity disorder moderated the effectiveness of these interventions.
Conclusion: According to these interventions, it is suggested that such programs be implemented by holding training workshops in order to give therapists the opportunity to have sufficient knowledge in this field.
Keywords: Attention deficit hyperactivity disorder, Cognitive flexibility, Theory of mind training, Behavioral cognitive play therapy, Specific learning disabilities
Type of Study: Research |
Received: 2020/07/21 | Accepted: 2020/09/12 | Published: 2020/10/1
Received: 2020/07/21 | Accepted: 2020/09/12 | Published: 2020/10/1
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