Effectiveness of a Neuro-Play Therapy-Based Intervention on Working Memory, Self-Control, and Cognitive Flexibility in Children with Learning Disabilities

Soraya Hamidi; Mojtaba Tamadoni; Afsaneh Boostan

Authors

Soraya Hamidi Department of Counseling, Ki.C., Islamic Azad University, Kish, Iran Author
Mojtaba Tamadoni Department of Counseling, ST.C., Islamic Azad University, Tehran, Iran Corresponding Author https://orcid.org/0009-0004-2460-6266
Afsaneh Boostan Department of Counseling, Ro.C., Islamic Azad University, Roudehen, Iran Author

Keywords:

Neuro-Play Therapy, Working Memory, Self-Control, Cognitive Flexibility, Learning Disabilities, Executive Functions

Abstract

This study aimed to determine the effectiveness of a neuro-play therapy-based intervention in improving working memory, self-control, and cognitive flexibility among children with learning disabilities. This applied quasi-experimental study employed a pretest–posttest design with a one-month follow-up and a control group. The statistical population consisted of children aged 7–11 years with diagnosed learning disabilities who attended counseling centers in District 10 of Tehran during the first semester of the 2025–2026 academic year. Using purposive sampling, 60 eligible children were selected and assigned to an experimental group (n = 30) and a control group (n = 30). The experimental group received a structured neuro-play therapy intervention in 11 two-hour group sessions conducted twice weekly, whereas the control group received no intervention. Data were collected using the Daneman and Carpenter Working Memory Capacity Test, Tangney et al.’s Self-Control Scale, and Dennis and Vander Wal’s Cognitive Flexibility Inventory. Data were analyzed using mixed repeated-measures analysis of variance in SPSS version 26. Mixed ANOVA indicated significant time effects for cognitive flexibility, F(2,114) = 70.11, p < .001, η² = .55; self-control, F(2,114) = 35.32, p < .001, η² = .38; and working memory, F(2,114) = 107.42, p < .001, η² = .65. Significant time × group interactions were also found for cognitive flexibility, F(4,114) = 21.56, p < .001, η² = .43; self-control, F(4,114) = 7.61, p < .001, η² = .21; and working memory, F(4,114) = 14.67, p < .001, η² = .34. Between-group effects were significant for cognitive flexibility, F(2,57) = 3.03, p = .050, η² = .10; self-control, F(2,57) = 3.10, p = .050, η² = .10; and working memory, F(2,57) = 3.65, p = .032, η² = .12. Neuro-play therapy appears to be an effective intervention for enhancing executive functions in children with learning disabilities, particularly working memory, self-control, and cognitive flexibility. The persistence of improvement through the follow-up assessment suggests that structured, neuroscience-informed play activities may produce relatively stable cognitive and behavioral benefits. Accordingly, neuro-play therapy may be incorporated into psychological, counseling, and educational rehabilitation programs designed for children with learning disabilities.

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