Long-term child centered play therapy and academic achievement of children: A follow-up study. | Zendy

Pedro J. Blanco | Zendy; Dee C. Ray | Zendy; Ryan Holliman | Zendy

AI Assistant Blog Pricing

Home ZAIA Blog

Open Access

Long-term child centered play therapy and academic achievement of children: A follow-up study.

Author(s) -

Pedro J. Blanco,

Dee C. Ray,

Ryan Holliman

Publication year - 2012

Publication title -

international journal of play therapy

Language(s) - English

Resource type - Journals

SCImago Journal Rank - 0.353

H-Index - 28

eISSN - 1939-0629

pISSN - 1555-6824

DOI - 10.1037/a0026932

Subject(s) - psychology , play therapy , developmental psychology , academic achievement , repeated measures design , term (time) , clinical psychology , physics , quantum mechanics , statistics , mathematics

This follow-up study measured the impact of long-term Child Centered Play Therapy (CCPT) with 18 academically at-risk elementary school students. Through the use of a one-way repeated measures analysis of variance, researchers examined the use of CCPT from preintervention to midintervention (16 sessions) to postintervention (26 sessions). Results indicated that children who participated in 26 sessions of CCPT demonstrated statistically significant improvement on the Early Achievement Composite as measured on the Young Child’s Achievement Test, along with increases in the Spoken Language, General Information, Writing subscales. Participants showed statistically consistent improvement in academic achievement scores over the full duration of the study.

The content you want is available to Zendy users.

Already have an account? Click here to sign in.

Having issues? You can contact us here

Accelerating Research