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International Journal of Play Therapy® Tests


Exploring the Impact of Child - Centered Play Therapy on Academic Achievement of At-Risk Kindergarten Students



Credits: None available.

Standard: $10.00

Description

This study of at-risk Kindergarten students examined the effectiveness of child-centered play therapy (CCPT) on academic achievement. The experimental group received biweekly, 30 min play therapy sessions for 6 weeks. Findings indicated that the Kindergarten students participating in the experimental group in this study (n = 18) demonstrated a statistically significant increase on the Early Achievement Composite of the Young Children’s Achievement Test (Hresko, Peak, Herron, & Bridges, 2000) when compared to children in the wait-list control group (n = 18). Results demonstrate continued support for the use of CCPT as an intervention for academic achievement.

Learning Objectives:
  • Identify risk factors for academic achievement difficulties in children.
  • Describe the effects of CCPT on academic achievement.
  • Explain the importance of using school based play therapy programs to impact academic achievment

Speaker(s):

Credits Available


Exploring the Impact of Child - Centered Play Therapy on Academic Achievement of At-Risk Kindergarten Students Evaluation
Exploring the Impact of Child - Centered Play Therapy on Academic Achievement of At-Risk Kindergarten Students Exam

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