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Comparison of the Effectiveness of Executive Function Training and Play Therapy on Promoting the Learning of Mathematical Concepts in Students with Learning Disabilities
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Fatemeh Khandani1   , Noorali Farrokhi *  2, Abotaleb Saadati Shamir3 |
1- PhD. student in psychology, Science and Research Branch, Islamic Azad University, Tehran, Iran.
2- Associate Professor of Department of Educational Psychology, Allameh Tabatabaei University, Tehran, Iran.
3- Assistant Professor, Department of Educational Psychology and personality, Science and Research Branch, Islamic Azad University, Tehran, Iran. |
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Abstract: (936 Views) |
| Objective: The aim of this study was to compare the effectiveness of executive function training and play therapy on promoting the learning of mathematical concepts in students with learning disabilities. Method: This was a quasi-experimental study with a pretest-posttest design with a control group. The statistical sample consisted of 45 third grade elementary students, who were selected by purposeful sampling method and were replaced in three groups of “executive functions training”, “play therapy” and “control group”. The research tool was the K-Matt mathematical test. The experiment participants were trained in 10 sessions of 90 minutes. Results: The research findings showed no significant difference between the effectiveness of executive function training and play therapy on learning of mathematical concepts (P<0.01). Conclusion: The results showed that both executive functions and play therapy interventions have beneficial effects on learning of mathematical concepts in students with math learning disability. |
Article number: 8 |
| Keywords: Executive functions, Play therapy, Mathematical concepts, Math learning disability |
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Full-Text [PDF 602 kb]
(230 Downloads)
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Type of Study: Applicable |
Subject:
Special
Received: 2022/10/23 | Accepted: 2023/08/7 | Published: 2023/12/31
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