ERIC Number: EJ930526
Record Type: Journal
Publication Date: 2011
Abstractor: As Provided
Reference Count: 0
Play Therapy in Elementary Schools: A Best Practice for Improving Academic Achievement
Blanco, Pedro J.; Ray, Dee C.
Journal of Counseling & Development, v89 n2 p235-243 Spr 2011
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.
Descriptors: Experimental Groups, Control Groups, Play, Academic Achievement, Achievement Tests, Grade 1, Play Therapy, Elementary School Students, At Risk Students, Program Effectiveness, Outcomes of Treatment, Achievement Gains, Comparative Analysis, Intervention
American Counseling Association. 5999 Stevenson Avenue, Alexandria, VA 22304. Tel: 800-422-2648; Tel: 800-347-6647; Fax: 800-473-2329; Web site: http://www.counseling.org/Publications/Journals.aspx
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1
Authoring Institution: N/A