فهرست مطالب mehrnaz mehrafza

The present article was done with the aim to investigate the effectiveness of cognitive-behavioral play therapy on attention and concentration and social adjustment of students with intellectual disability. The research method was quasi-experimental with a pretest and posttest design plus control group. The statistical society consisted of male students with intellectual disability in second grade of elementary exceptional schools during 2021-2022; among them 30 students were selected and categorized in experimental group (15) and control group (15). Wechsler (4th edition) scale used to evaluate students` attention and concentration of active memory and Sinha and Singe (2002) for social adjustment. Prior to the study, Pre-test of attention and concentration and social adjustment was implemented in both groups. The experimental group received cognitive-behavioral play through the training package in 12 sessions, but the control group did not receive any intervention. After the Intervention in the post-test stage, both of the groups answered to the same questionnaire of pre-test stage. The research data was analyzed with one way and Multivariate Covariance Analysis. The cognitive-behavioral play had a positive effect on the increase of students’ attention and concentration and social adjustment and their subscales (P<0.05). According to the effectiveness of the cognitive-behavioral play, it was suggested to apply periodically the methods of cognitive-behavioral play training with the aim to increase intellectually disabled students` attention and concentration and social adjustment.

The present article was done with the aim to investigate the effectiveness of cognitive-behavioral play therapy on the aggression and anxiety of mentally retarded students.

The research method was quasi-experimental method with a pretest, posttest and delay post design plus control group. The statistical society of the study consisted of mentally retarded male students of second grade of elementary exceptional schools during 2021-2022 and among them 30 students were selected as the sample case and categorized in experimental group (15 students) and control group (15 students). Data collection tools included Shahim (2007) aggression questionnaire and March et al (1997) anxiety questionnaire. The validity of research instruments was confirmed by the approval of specialists, for the research instruments`, the reliability was estimated and approved by calculating Cronbach alpha coefficient (α> 0.7). Prior to the study, Pre-test of aggression and anxiety was implemented in both groups. The experimental group received cognitive-behavioral play therapy through the training package in 12 sessions, but the control group did not receive any training therapy. After the training course in the post-test stage, both of the groups answered to the same questionnaire of pre-test stage; and two months later, research instruments were performed again between both groups.

The research data was analyzed with between- within mixed subjects Covariance Analysis. The results revealed that the cognitive-behavioral play therapy had a positive effect on the reduction of students` aggression and anxiety and this effectiveness has been remained stable after two months(P<0.05).

According to cognitive-behavioral play therapy effectiveness and its stability in the present research, it was suggested to apply periodically the methods of cognitive-behavioral play therapy with the aim to decrease mentally retarded students` aggression and anxiety.

With the growing tendency towards the use of music and related activities in the field of medicine in recent years, the present article was done with the aim to investigate the effectiveness of music therapy on attention and concentration, social adjustment and aggression of students with intellectual disability.

The research method was quasi-experimental with a pretest and posttest design plus control group. The statistical society of the study consisted of male students with intellectual disability in second grade of elementary exceptional schools during 2021-2022 and among them 30 students were selected in available sampling method as the sample case and categorized in experimental group (15 students) and control group (15 students). Data collection tools included Wechsler (4th edition) scale to evaluate students` attention and concentration of active memory, Sinha and Singe social adjustment questionnaire and Shahim aggression questionnaire. The validity of research instruments was confirmed by the approval of specialists, the reliability of social adjustment questionnaire was determined through Kruder-Richardson and for the other research instruments`, the reliability was estimated and approved by calculating Cronbach alpha coefficient (α> 0.7). Prior to the study, Pre-test of attention and concentration, social adjustment and aggression was implemented in both groups. The experimental group received music therapy through the training package in 12 sessions, but the control group did not receive any training therapy. After the training course in the post-test stage, both of the groups answered to the same questionnaire of pre-test stage. The research data was analyzed with one way and Multivariate Covariance Analysis.

The results revealed that the music therapy had a positive effect on the increase of students’ attention and concentration, social adjustment and their two subscales, also on the reduction of their aggression with its two subscales (P<0.05).

According to the effectiveness of the music therapy in the present research, it was suggested to apply periodically the methods of music therapy with the aim to increase their attention and concentration and social adjustment, and also to decrease intellectually disabled students’ aggression and anxiety.