The Effect of a Group-Based Play Therapy on Executive Function, Working Memory and Self-Efficacy in Children with ADHD

Introduction: Group play therapy teaches children conflict resolution skills, which can enhance their cognitive abilities and help manage psychological conflicts, ultimately resulting in an enhanced quality of life. Objective: Hence, the current study aims to explore the effects of group-based play therapy on executive function, working memory, and self-efficacy in children with ADHD.
Methods: This study employs a quasi-experimental research design with a pre-test-post-test design in Tehran in 2023. A sample of 40 children with ADHD (mean age = 9.66 years) was selected using convenience sampling and were randomly allocated to the experimental or control group. The experimental group engaged in group-based play therapy sessions, consisting of 10 sessions held twice a week. Data were collected using standard tests and a questionnaire. The data were analyzed using SPSS software version 26 using a t-test and ANCOVA.
Results: No significant differences were found between groups in terms of age (P=0.752), height (P=0.910), weight (P=0.803) and BMI (P=0.588). The posttest results revealed a significant difference between groups in terms of executive function (F=12.58, P<0.001), working memory (F=15.48, P<0.001), and self-efficacy (F=6.09, P<0.001). Here, the play group showed better scores in terms of executive function, working memory, and self-efficacy in the posttest than the control group.
Conclusions: These results suggest that play therapy can play a crucial role in enhancing the cognitive and psychological health of children with ADHD. Therefore, it is highly advised that physical education teachers and professionals consider incorporating play therapy to help alleviate ADHD symptoms in children.