Research Paper: Effect of Play-based Therapy on Metacognitive and Behavioral Aspects of Executive Function: A Randomized, Controlled, Clinical Trial on the Students With Learning Disabilities

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.

Özel öğrenme güçlüğü olan öğrencilerin yürütücü işlevlerine yönelik uygulanan müdahalelerin incelenmesi

“…Studies have shown that intervention programs prepared using educational games can be effective in areas where students with difficulties experience problems such as attention and interest and in improving different cognitive functions (Emami Kashfi et al, 2019;Esmaili et al, 2017;García-Redondo et al 2019;). However, the results of the research show that the education of a neurosciencebased computer education program can significantly increase the cognitive performance of students with specific learning disabilities by developing different working memory skills such as speed, memory, attention, flexibility and problem solving (Gray et al, 2012;Sittiprapaporn, 2020).…”

The Level of Metacognitive Thinking Among Students with Learning Disabilities

“…The study used the experimental design and applied on (49) students, divided into two groups, experimental and control. The experimental group received a game-based intervention and the results revealed the impact of such an intervention on developing metacognitive and behavioural skills (Esmaili, Shafaroodi, Mehraban, Zarei, & Akbari-Zardkhaneh, 2017).…”