A study of cognitive-behavioral play therapy on improving the interruptive behaviors of ADHD children

• Main Authors: Mei miao Chen, 陳美妙
• Other Authors: Kao ping Chang
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/17460476268894054042

碩士 === 國立嘉義大學 === 輔導與諮商學系研究所 === 99 === The purpose of this study was to investigate the effects of the CBPT on ADHD Children. A multiple-baseline design across behaviors of a single-subject experimental design is employed in this study. The independent variable is Cognitive-Behavioral Play Therapy. On the other hand, there are three dependent variables, (1) talking and playing with other students, (2) self-playing, and (3) loudly retort and interrupt in class. A 10 yrs boy during 3 stages (baseline, intervention and maintenance) in 9 weeks (40 minutes one time and twice a week). Using Achenbach Assessment and WISC-III for the pre, post, and follow test and the data were analyzed with visual analysis, effect size and social validity. The results of this study are as follows: 1. The CBPT have intervening and maintaining effects ( = .507, 1.943) on the improvement of talking and playing with others. 2. The CBPT have intervening and maintaining effects ( =.924, .525) on the improvement of self-playing. 3. The CBPT have intervening and maintaining effects ( =.685, .588) on the improvement of loudly retort and interrupt. 4. Subject learned self-control and proper coping behaviors with CBPT. 5. CBPT shows maintaining effects but fewer immediate intervening effects to self-concentrate.