Objective: The aim of this research was to compare the effect of comparison of the effect of Gestalt Play Therapy (GPT) and Lego Therapy (LT) on the social- emotional competence in deaf children. Methods: The present research was a quasi-experimental study with pre-test, post-test design and control group. The sample size consists of 42 deaf children aged 4-6 years who were selected by convenient sampling method from the Ava Rehabilitation Center for mother and child with hearing loss in Isfahan, and they were randomly assigned into two experimental groups and one control group. Each group consists of 14 deaf children. Out of two experimental group, one group participated in GPT in 8 sessions (once weekly; each last for 45 minutes) and the other participated in LT in 10 sessions (once weekly; each last for 35-40 minutes), while the control group did not participate in these programs and participated in the common program of center. Social-Emotional Assets and Resiliency Scale (2013) was used for assessment of all participants. The research data were analyzed by univariate and multivariate analysis of covariance. Findings: The findings showed that the GPT and LT had a positive and significant effect on the social- emotional competence in deaf children (P < 0.001). In addition, the results of comparing the both approaches of play therapy showed that there is no significant difference between the effect of the GPT and LT in terms of the social- emotional competence in deaf children (P > 0.05). Conclusion: The GPT and LT led to improve of the social- emotional competence in these children. Our findings suggest that the GPT and LT programs have positive and effective outcomes for deaf children.
