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Comparing the Effectiveness of Sensory Integration Therapy and Interactive Play Therapy on Self-efficacy in Children with Specific Learning Disorders
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Sheyda Lotfi saeedabad   , Hossein ali Ghanadzadeghan * , Ghodratollah Abbasi |
| , Ghanad.hamid@Iausari.ac.ir |
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Abstract: (25 Views) |
Introduction: Specific learning disorder is one of the important problems in children that significantly and negatively affects their academic, social, and emotional processes; Therefore, the present study was conducted to compare the effectiveness of sensory integration therapy and interactive play therapy on self-efficacy in children with specific learning disorder.
Methods: The present study was a quasi-experimental pre-test-post-test design with a control group and a three-month follow-up. The statistical population included children aged 7-11 with specific learning disabilities and reading difficulties in Tehran in 1405. The research sample included 45 children with specific learning disabilities and reading difficulties who were selected through purposive sampling from among the clients of Farzam Mental Education and Rehabilitation Center in Tehran, and they were randomly assigned to three groups of 15 people. The first group received the Lunar Sensory Integration Therapy package by Givi et al., which consisted of 11 45-minute sessions, and the second group received the Gerenberg and Booth-based interactive play therapy package, which consisted of 21 45-minute sessions, and the control group received no intervention. Data collection was conducted using Muris's Self-Efficacy Questionnaire for Children and Adolescents. Data were analyzed using repeated measures (mixed) analysis of variance, Bonferroni and Tukey post hoc tests with SPSS-25 software.
Result: The findings showed that there was a significant difference between the experimental and control groups (p≤0.01, F=9.736, 9.087, 17.440, µ=1, 0.966, 0.975). Both interventions were effective on the self-efficacy of children with specific learning disabilities, and the effects of the interventions were also stable at the follow-up stage (P<0.01). Data were analyzed using repeated measures (mixed) analysis of variance, Bonferroni and Tukey post hoc tests with SPSS-25 software.
Conclusion: Interactive play therapy and sensory integration therapy can help improve the self-efficacy of children with specific learning disabilities, and the results of this study can be used by psychologists and counselors for practical implications.
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| Keywords: Play Therapy, Sensorymotor interaction, self-efficacy, Learning Disorder. |
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Type of Study: Research |
Subject:
Special
Received: 2026/07/18 | Accepted: 2026/09/8 | Published: 2026/09/1 | ePublished: 2026/09/1
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