Developing a based-on play cognitive-behavioral educational package and determining its effectiveness on improving the language disorders and social adjustment of bilingual children

Background: The present study was conducted with the aim of developing a game-based cognitive-behavioral educational package and determining its effectiveness on improving the receptive language disorders and social adjustment of bilingual children. Methods:  The current study was applied in terms of purpose and in terms of the nature of the data, it was semi-experimental with a pre-test-post-test and follow-up design with experimental, control and pseudo-control groups. The statistical population of the research includes all bilingual children of Bojnord city who were studying in preschool centers in the academic year of 2018-2019. According to the purpose of the research, a sample of 60 male and female students was selected using available sampling and according to the entry and exit criteria, and they were randomly assigned to three experimental, control and pseudo-control groups (each group 20 people). In the pre-test stages, the participants completed the Nikamer and Hamill (1997) language development test and the Dokhanchi social adjustment scale (2017) and then during the intervention process of the experimental group, they received a game-based cognitive-behavioral training program during 12 sessions. The pseudo-control group received a program except play therapy, and the control group did not receive any intervention. After the end of the intervention, all three groups responded to both scales again in the post-test stages and were evaluated again after two months. The analysis of data was done using the analysis of variance test with repeated measurements and using spss.24 software. Result: The results showed that the game-based cognitive-behavioral intervention is significantly effective in improving the receptive language disorders and social adjustment of bilingual children compared to the control and quasi-control groups.  Conclusion: It seems that game-based cognitive-behavioral interventions can play a significant role in improving the language skills and social adaptation of bilingual children.