Play therapy in elementary schools: A best practice for improving academic achievement Journal of Counseling & Development,

Bibliographic Data

Author(s)
Blanco, P. J., & Ray, D. C.
Year of Study
2011
https://onlinelibrary.wiley.com/doi/abs/10.1002/j.1556-6678.2011.tb00083.x?casa…
This pilot study of 1st graders who are academically at risk examined the effectiveness of child‐centered play therapy (CCPT). The experimental group received biweekly, 30‐minute play therapy sessions for 8 weeks. Findings indicated that these 1st graders participating in CCPT (n = 21) demonstrated a statistically significant increase on the Early Achievement Composite of the Young Children's Achievement Test (Hresko, Peak, Herron, & Bridges, 2000) when compared with children in the control group (n = 20). Results support using CCPT as an intervention for academic achievement.

Research Design

Study Design
Quantitative
Methodology
Randomized Controlled Trial
Subject
Math
Grade Level(s)
1st Grade
Sample size
41
Effect Size
0.42

Program Details

Program Name

Child-centered play therapy

Program Evaluated

Child-centered play therapy (with a counselor)

Tutor Type
Paraprofessional
Duration
8 weeks
Student-Tutor Ratio
Small group