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.
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