EFFECT OF PLAY-BASED THERAPY ON METACOGNITIVE AND BEHAVIORAL ASPECTS OF EXECUTIVE FUNCTION: A RANDOMIZED, CONTROLLED, CLINICAL TRIAL ON THE STUDENTS WITH LEARNING DISABILITIES

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KARAMALI ESMAILI SAMANEH; SHAFAROODI NARGES; HASSANI MEHRABAN AFSOON; PARAND AKRAM; ZAREI MASOUMEH; AKBARI ZARDKHANEH SAEED

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Journal: Basic and Clinical Neuroscience Year:2017 | Volume:8 | Issue:3 Page(s): 203-211

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Title

EFFECT OF PLAY-BASED THERAPY ON METACOGNITIVE AND BEHAVIORAL ASPECTS OF EXECUTIVE FUNCTION: A RANDOMIZED, CONTROLLED, CLINICAL TRIAL ON THE STUDENTS WITH LEARNING DISABILITIES

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Keywords

EXECUTIVE FUNCTION

LEARNING DISABILITY

PLAY

Abstract

Introduction: Although the effect of educational methods on EXECUTIVE FUNCTION (EF) is well known, training this function by a PLAYful method is debatable. The current study aimed at investigating if a PLAY-based intervention is effective on metacognitive and behavioral skills of EF in students with specific learning disabilities.Methods: In the current randomized, clinical trial, 49 subjects within the age range of 7 to 11 years with specific learning disabilities were randomly assigned into the intervention (25 subjects; mean age 8.5±1.33 years) and control (24 subjects; mean age 8.7±1.03 years) groups. Subjects in the intervention group received EF group training based on PLAYing activities; subjects in the control group received no intervention. The behavior rating inventory of EXECUTIVE FUNCTION (BRIEF) was administered to evaluate the behavioral and cognitive aspects of EF. The duration of the intervention was 6 hours per week for 9 weeks. Multivariate analysis of covariance was used to compare mean changes (before and after) in the BRIEF scores between the groups.Results: The assumptions of multivariate analysis of covariance were examined. After controlling pre-test conditions, the intervention and control groups scored significantly differently on both the metacognition (P=0.002; effect size=0.20) and behavior regulation indices (P=0.01; effect size=0.12) of BRIEF.Conclusion: PLAY-based therapy is effective on the metacognitive and behavioral aspects of EF in students with specific learning disabilities. Professionals can use PLAY-based therapy rather than educational approaches in clinical practice to enhance EF skills.

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The Effectiveness of Play Therapy on Reading Performance, Adaptive Skills and Behavioral Problems in Students with Dyslexia

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APA: Copy

KARAMALI ESMAILI, SAMANEH, SHAFAROODI, NARGES, HASSANI MEHRABAN, AFSOON, PARAND, AKRAM, ZAREI, MASOUMEH, & AKBARI ZARDKHANEH, SAEED. (2017). EFFECT OF PLAY-BASED THERAPY ON METACOGNITIVE AND BEHAVIORAL ASPECTS OF EXECUTIVE FUNCTION: A RANDOMIZED, CONTROLLED, CLINICAL TRIAL ON THE STUDENTS WITH LEARNING DISABILITIES. BASIC AND CLINICAL NEUROSCIENCE, 8(3), 203-211. SID. https://sid.ir/paper/327847/en

Vancouver: Copy

KARAMALI ESMAILI SAMANEH, SHAFAROODI NARGES, HASSANI MEHRABAN AFSOON, PARAND AKRAM, ZAREI MASOUMEH, AKBARI ZARDKHANEH SAEED. EFFECT OF PLAY-BASED THERAPY ON METACOGNITIVE AND BEHAVIORAL ASPECTS OF EXECUTIVE FUNCTION: A RANDOMIZED, CONTROLLED, CLINICAL TRIAL ON THE STUDENTS WITH LEARNING DISABILITIES. BASIC AND CLINICAL NEUROSCIENCE[Internet]. 2017;8(3):203-211. Available from: https://sid.ir/paper/327847/en

IEEE: Copy

SAMANEH KARAMALI ESMAILI, NARGES SHAFAROODI, AFSOON HASSANI MEHRABAN, AKRAM PARAND, MASOUMEH ZAREI, and SAEED AKBARI ZARDKHANEH, “EFFECT OF PLAY-BASED THERAPY ON METACOGNITIVE AND BEHAVIORAL ASPECTS OF EXECUTIVE FUNCTION: A RANDOMIZED, CONTROLLED, CLINICAL TRIAL ON THE STUDENTS WITH LEARNING DISABILITIES,” BASIC AND CLINICAL NEUROSCIENCE, vol. 8, no. 3, pp. 203–211, 2017, [Online]. Available: https://sid.ir/paper/327847/en

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