Comparison of the Effectiveness of Teaching Social Skills and Cognitive-Behavioral Play Therapy on Social Condition of Hyperactive Children

The aim of this study was to compare the effectiveness of social skills training and cognitive-behavioral play therapy on Social Cognition (social adjustment and social acceptance) of hyperactive children. The research method was quasi-experimental with pre-test, post-test and follow-up with the control group. The statistical population of the present study was all inactive preschool children in Tehran who were studying in preschool centers of this city in the academic year 2020-2021. For this purpose, 75 inactive children were selected by purposive sampling from among the inactive preschool children referred to Baharestan area school and were randomly divided into two experimental groups and one control group (25 people in each group). The first experimental group of social skills training and the second experimental group of cognitive-behavioral play therapy will be intervened. The instruments used in this study were Conner’s Parents Rating scale, Child Adjustment Scale and Social Acceptance Questionnaire. The data obtained using analysis of covariance showed that both social skills training methods and cognitive-behavioral play therapy had an effect on social adjustment and social acceptance of hyperactive children and the effect of cognitive-behavioral play therapy treatment on increasing children's adjustment and acceptance was more than skills training treatment. It has been social. It seems that social skills training and cognitive-behavioral play therapy are both effective in the development of social cognition in hyperactive children and can be used in clinical interventions.