اثربخشی بازی درمانی گروهی شناختی- رفتاری در اصلاح سازش نایافتگی اجتماعی دانش‌آموزان دختر با کم توانی ذهنی

Background: The purpose of this study was to examine the effectiveness of cognitive-behavioral group play therapy on reformation of the social maladjustment on female students with intellectual disabilities (ID).  Method: The present study, is an experimental study design with pre-test and post-test, and with experimental and control groups. Population of this study includes all girls with mental retardation with ID (8-15 years), who attending in the special schools in the Kermanshah province. Among this population 32 students were selected as sample group. After evaluation, 20 people were diagnosed 2 Standard deviation higher than average deviation of Rutter test. These people were matched in two 10 groups, experimental and control groups. The experimental group received eleven sessions of cognitive-behavioral group play therapy and control group were placed in the waiting list. Research instruments were Rutter's behavior questionnaire. The analysis based on descriptive statistics, covariance analysis show that cognitive-behavioral group play therapy is caused to reduced social maladjustment with ID and to increased their social interactions.  Results: The most important results of this study are effectiveness of group play therapy, usefulness of the cognitive - behavioral approach on reforming the social maladjustment and being equally useful results in play therapy for children with different IQ levels.  Conclusion: It can be argued those cognitive-behavioral group play therapies can reform social maladjustment of female students with ID.