مقایسه تأثیر بازآموزی اسنادی و بازی‌درمانی مبتنی بر رویکرد شناختی–رفتاری بر شایستگی اجتماعی دانش‌آموزان دارای اختلال یادگیری خاص دوره دوم ابتدایی

فاطمه  نیکزاد; کاظم شریعت نیا; حمزه  اکبری

Authors

Fatemeh Nikzad Ph.D. Student, Department of Educational Psychology, Bo.C., Islamic Azad University, Bojnourd, Iran Author
Kazem Shariatnia Department of Counseling Psychology, Az.C., Islamic Azad University, Azadshahr, Iran. Author
Hamzeh Akbari Assistant Professor, Department of Psychology, Bo.C., Islamic Azad University, Bojnourd, Iran Author

Keywords:

Specific learning disabilities, Attributional retraining, Cognitive, behavioral play therapy, Social competence, Students

Abstract

Introduction and Aim: Students with specific learning disabilities may experience difficulties not only in academic functioning but also in social competence and effective peer interactions, highlighting the need for appropriate psychological and educational interventions. This study aimed to compare the effects of attributional retraining and cognitive-behavioral play therapy on the social competence of elementary-school students with specific learning disabilities.

Methodology: This quasi-experimental study employed a pretest–posttest control-group design with a three-month follow-up. The statistical population consisted of students with specific learning disabilities attending the second year of elementary school in Sari, Iran, in 2025. Forty-five eligible students were selected through purposive sampling and randomly assigned to attributional retraining, cognitive-behavioral play therapy, and control groups, with 15 participants in each group. The attributional retraining group received the designated retraining program, while the cognitive-behavioral play therapy group received twelve 90-minute intervention sessions; the control group received no intervention. Data were collected using Parandin’s Social Competence Questionnaire and the Colorado Learning Difficulties Questionnaire. Repeated-measures analysis of variance and Bonferroni post-hoc tests were performed using SPSS version 24.

Findings: Multivariate analysis indicated a significant effect of time on social competence (Pillai’s Trace=0.880, F=47.765, p<0.001, ηp²=0.880) and a significant group×time interaction (Pillai’s Trace=0.751, F=8.284, p=0.002, ηp²=0.751). In the attributional retraining group, significant differences were observed between pretest and posttest (MD=16.70, p<0.001) and between pretest and follow-up (MD=16.00, p<0.001), whereas the posttest–follow-up difference was nonsignificant (p=0.731). In the cognitive-behavioral play therapy group, pretest–posttest (MD=8.40, p=0.007) and pretest–follow-up differences (MD=9.67, p=0.001) were significant, while the posttest–follow-up difference was nonsignificant (p=1.000). No significant within-group differences were found in the control group.

Conclusion: Both attributional retraining and cognitive-behavioral play therapy produced significant and sustained improvements in social competence among students with specific learning disabilities. The magnitude of observed change was greater for attributional retraining, suggesting that it may be particularly useful, alongside cognitive-behavioral play therapy, as a school-based psychological and educational intervention for strengthening students’ social competence.

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