The Effects of a Therapeutic Play Intervention on Hispanic Students' Reading Achievement, Self-Concept, and Behavior

This study employed a pretest/posttest control group design to investigate the achievement of second grade Hispanic students from a predominantly low socio-economic school in a large metropolitan city. The thirty Hispanic students with the lowest scores on the Gates MacGinitie Reading Test were randomly assigned to the experimental group (n =15) or the control group (n=15). The treatment consisted of 16, 30-minute sessions of play intervention--2 times per week for 8 weeks. The providers of play therapy were school personnel trained in the principles of child-centered play therapy including tracking, reflecting feelings, and setting limits. Instruments were administered to all subjects prior to the 8 week treatment period and in the two-week period following treatment and included the GMRT, the Joseph Pre-School Primary Self-Concept Test (JPPSCST) and the Child Behavior Checklist Teacher Report Form (CBCTRF). Statistical analyses included a (t-test; 2 tail; p > .05), discriminant analysis, and cross validation. The results indicated that children who received play therapy did not achieve notably higher mean scores in reading. However, play therapy did improve the experimental group's self-concept scores and their internal behavior scores, though not significantly. All differences between the experimental and the control groups were within 1 point except the JPPSCST self-concept mean scores were 1.53 in favor of the experimental group. The CBCTRF Internal behavior mean scores were 1.20 in favor of the experimental group indicating a positive trend. The CBCTRF External behavior scores were 2.74 in favor of the control group. None of the differences was statistically significant and the 4 null hypotheses were accepted. The sample size (N =30) suggests the need to exercise caution in interpreting these findings.Further research utilizing a longer time period between pretesting and posttesting is recommended and may provide more definite information regarding the impact of play therapy on children's reading, self-concept, and internal and external behavioral characteristics.

Grantor dc:publisher

University of North Texas

Year dc:date

2000

Author dc:creator

• Lopez, Helen Trevino

Contributors dc:contributor

• Morrison, George S.
• Bratton, Sue C.
• Norton, E. Douglas
• Schertz, Linda
• Glover, Rebecca

• Play therapy.
• Reading (Primary)
• Self-perception in children.
• Hispanic American students -- Psychology.
• pretest/posttest
• discriminant analysis
• play therapy
• reading achievement
• hispanic students

Statement dc:rights

• Public
• Copyright
• Lopez, Helen Trevino
• Copyright is held by the author, unless otherwise noted. All rights reserved.

Language dc:language

English

Identifier

oclc: 49776681
https://digital.library.unt.edu/ark:/67531/metadc2712/
ark: ark:/67531/metadc2712

OAI identifier oai:identifier

info:ark/67531/metadc2712