A Comparison of the Effectiveness of Play Therapy and Storytelling Therapy on Executive Functions and Verbal Memory in Children with Attention-Deficit/Hyperactivity Disorder (ADHD)
Keywords:
Attention-Deficit/Hyperactivity Disorder, Play Therapy, Storytelling Therapy, Executive Functions, Verbal MemoryAbstract
Objective: The aim of this study was to compare the effectiveness of play therapy and storytelling therapy on executive functions and verbal memory in children with Attention-Deficit/Hyperactivity Disorder (ADHD). Methods and Materials: This semi-experimental study employed a pre-test–post-test control group design with a two-month follow-up. The statistical population included elementary school boys in Tabriz, from which 60 children with ADHD symptoms were selected via purposive sampling and randomly assigned to three groups (play therapy, storytelling therapy, and control), each with 20 participants. Research instruments included the Behavior Rating Inventory of Executive Function (BRIEF) and the Wechsler Verbal Memory Scale. The interventions consisted of 10 weekly sessions of cognitive-behavioral play therapy and 7 sessions of educational storytelling. Data were analyzed using multivariate ANCOVA and Bonferroni and Tukey post-hoc tests. Findings: The results indicated that group had a significant effect on executive functions (F = 21.08, p = 0.0001, η² = 0.42) and verbal memory (F = 12.26, p = 0.0001, η² = 0.30). Post-hoc tests showed significant differences between both intervention groups and the control group, but no statistically significant difference was found between the two interventions (p > 0.05). Conclusion: The findings suggest that both play therapy and storytelling therapy are effective in improving executive functions and verbal memory in children with ADHD and can be incorporated into school-based and therapeutic interventions.
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