The effect of family-oriented play therapy on Perceptual-motor development and social development of students with learning disabilities
Poster Presentation
Paper ID : 1904-SSRC
Authors
مربی/ اداره ورزش و جوانان مشهد
Abstract
Abstract
Background and Purpose: The process of children's socialization begins with their primary sports activities. This type of sports activities provides the basis for movement and social development during childhood and their sports participation in the following years. The aim of this study was to investigate the effect of family-oriented play therapy on Perceptual-motor development and social development of students with learning disabilities.
Methodology: The current research is applied and semi-experimental. The current research design was pre-test and post-test in two groups, play therapy and control group. The intended statistical population included all elementary school students in the age range of 7 to 11 years with learning disabilities in Mashhad in 1402. The research sample consisted of 40 students with learning disabilities who were selected by the expert and randomly selected from the learning disability centers through the purposeful sampling method and randomly divided into two experimental and control groups. In order to collect data, Weiland's social growth scale and gross motor growth test - version 3 were used. The family-oriented play therapy intervention consisted of 12 45-minute sessions based on the Alexaline educational package and derived from Rogers' theory. During this period, the control group did not receive any intervention in the field of play therapy. At the end of this stage, both groups took part in the post-test and were re-evaluated through Weiland's social development scale and gross motor development test version 3. Finally, the data were analyzed by statistical methods of analysis of covariance. Data analysis was done using Spss21 and Excel software. The significance level for all hypotheses was considered less than 5 percent.
Results: The findings showed; The intervention of family-oriented play therapy has a significant effect on the social development (p=0.001) and motor skills (p=0.001) of students with learning disabilities and has improved the social growth and motor skills of students with learning disabilities.
Conclusion: According to the present findings, family-oriented play therapy can be used for children with learning disabilities to improve the development of social and motor skills, along with other interventions.
Background and Purpose: The process of children's socialization begins with their primary sports activities. This type of sports activities provides the basis for movement and social development during childhood and their sports participation in the following years. The aim of this study was to investigate the effect of family-oriented play therapy on Perceptual-motor development and social development of students with learning disabilities.
Methodology: The current research is applied and semi-experimental. The current research design was pre-test and post-test in two groups, play therapy and control group. The intended statistical population included all elementary school students in the age range of 7 to 11 years with learning disabilities in Mashhad in 1402. The research sample consisted of 40 students with learning disabilities who were selected by the expert and randomly selected from the learning disability centers through the purposeful sampling method and randomly divided into two experimental and control groups. In order to collect data, Weiland's social growth scale and gross motor growth test - version 3 were used. The family-oriented play therapy intervention consisted of 12 45-minute sessions based on the Alexaline educational package and derived from Rogers' theory. During this period, the control group did not receive any intervention in the field of play therapy. At the end of this stage, both groups took part in the post-test and were re-evaluated through Weiland's social development scale and gross motor development test version 3. Finally, the data were analyzed by statistical methods of analysis of covariance. Data analysis was done using Spss21 and Excel software. The significance level for all hypotheses was considered less than 5 percent.
Results: The findings showed; The intervention of family-oriented play therapy has a significant effect on the social development (p=0.001) and motor skills (p=0.001) of students with learning disabilities and has improved the social growth and motor skills of students with learning disabilities.
Conclusion: According to the present findings, family-oriented play therapy can be used for children with learning disabilities to improve the development of social and motor skills, along with other interventions.
Keywords