Comparing Life Skills Training Through Sandplay Therapy and Cognitive-Behavioral Play Therapy on Perceived Competence and Self-Regulation in Students with Dyslexia
Keywords:
Life skills, sand therapy, cognitive behavioral play therapy, perceived competence, self, regulation, dyslexiaAbstract
Introduction and Aim: Dyslexia is not limited to reading difficulties and may also be associated with reduced perceived competence, impaired self-regulation, and weaknesses in cognitive and language-related processing. This study aimed to compare the effectiveness of life skills training through sandplay therapy and cognitive-behavioral play therapy on perceived competence and self-regulation among 10- to 12-year-old students with dyslexia.
Methodology: This quasi-experimental study used a pretest–posttest design with a control group. The statistical population consisted of 10- to 12-year-old elementary school students with dyslexia in Karaj, Iran. Participants were selected through purposive and convenience sampling and assigned to three groups: sandplay therapy, cognitive-behavioral play therapy, and control. The two experimental groups received 10 sessions of life skills training through sandplay therapy or cognitive-behavioral play therapy, whereas the control group continued routine classroom instruction. Data were collected using Harter’s Perceived Competence Scale and the parent form of the Behavior Rating Inventory of Executive Function. Data were analyzed through analysis of covariance and multivariate analysis of covariance.
Findings: The ANCOVA results showed that sandplay therapy had a significant effect on perceived competence, F=119.897, p<.001, η²=.764, and self-regulation, F=291.432, p<.001, η²=.887. Cognitive-behavioral play therapy also had significant effects on perceived competence, F=419.890, p<.001, η²=.919, and self-regulation, F=620.332, p<.001, η²=.944. In the direct comparison of the two interventions, the group effect was significant for perceived competence, F=89.935, p<.001, η²=.726, but not for self-regulation, F=2.842, p=.101, η²=.077.
Conclusion: Both interventions were effective in improving perceived competence and self-regulation among students with dyslexia. However, cognitive-behavioral play therapy showed a stronger comparative effect on perceived competence, while the two interventions did not differ significantly in improving self-regulation.
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Copyright (c) 2026 Pegah Nafariyeh (Author); Ameneh Moazedian ; Mohammadagha Delavarpour, Shahab Moradi (Author)
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