Volume 4, Issue 4 (Winter 2015)
MEJDS (2015) 4: 43 |
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Siadatian S H, Abedi A, Sadeghian A. Effect of Play Therapy on Improving Auditory Attention in Students Suffering from Dysgraphia: A Single-Subject Study. MEJDS 2015; 4 (4) :43-54
URL: http://jdisabilstud.org/article-1-363-en.html
URL: http://jdisabilstud.org/article-1-363-en.html
1- MA in Psychology of Children with Special Needs, Lecturer of Payam Noor University
2- Psychology, Assistant prof., Psychology Department of Children with Special Needs, Isfahan University
3- Psychology of Children with Special Needs, Isfahan University
2- Psychology, Assistant prof., Psychology Department of Children with Special Needs, Isfahan University
3- Psychology of Children with Special Needs, Isfahan University
Abstract: (18795 Views)
Abstract
Objective: Auditory attention is one of the most important skills and abilities which students require for passing different school levels, which this ability is a defect in students suffering from dysgraphia. The current study seeks to examine the effect of play therapy on improving auditory attention of students suffering from Dysgraphia in a single-subject study.
Materials & Methods: Participants in the current research were three students visiting Shenakht Clinic of Esfahan. For each participant, three sessions as the base-line, 12 sessions of play therapy and 3 treatment-review sessions were dedicated. In order to measure the extent of improvement in auditory attention and dysgraphia, NEPSY test and spelling test were applied respectively.
Results: Findings of the current study showed that a visual analysis of data diagram, based on the descriptive statistics indicates effective intervention for all three participants.
Conclusion: Results of the current study show that auditory attention is improved by play therapy in students suffering from dysgraphia. Therefore, play therapy can be used as a method for improving the academic performance of students suffering from dysgraphia.
Subject:
Rehabilitation
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