اثربخشی بازی‌های دبستانی بر کاهش رفتارهای بیش‌فعال و اجباری دانش‌آموزان کم‌توان ذهنی آموزش‌پذیر

Students with intellectual disabilities students have a many psychological problems such as hyperactivity and compulsive behaviors. The aim of this research was investigate the effectiveness of primary school games on decrease hyperactivity and compulsive behaviors of educable intellectual disabilities students. This study was an experimental study with a pre-test and post-test design along with a control group. The population included all educable intellectual disabilities students of elementary level of Urmia city in 2016-17 academic years. Totally 30 person were selected through simple random sampling method and randomly assigned into two equal groups. The experimental group training 21 sessions (3 times a week) with a primary school games method. Each two group completed the subscales of hyperactivity and compulsive behaviors of anxiety, depression and mood scales (Esbensen & et al, 2003) as a pre-test and post-test. Data was analyzed with using of SPSS-19 software and by univariate and multivariate analysis of covariance methods. Findings showed that there was a significant difference between the experimental and control groups in both two variables of hyperactive and compulsive behaviors. In the other words, primary school games significantly led to decrease hyperactivity and compulsive behaviors of educable intellectual disabilities students (P<0/01). According to findings of these research counselors, clinical psychologists and therapists can be used from primary school games to reduce negative psychological characteristics such as hyperactive and compulsive behaviors.