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.
