Background and Prepose :This study aimed to investigate the effectiveness of group play therapy in improving social skills and reducing maladaptive behaviors among students with attention-deficit/hyperactivity disorder (ADHD).
Method: A quasi-experimental pretest–posttest design with a control group was employed. The study population comprised male students in grades 1–4 with ADHD in Gorgan, Iran. Thirty students were selected through purposive sampling and randomly assigned to experimental and control groups. Data were collected using the Parent and Teacher Social Skills Questionnaire and the Rutter Children’s Behavior Questionnaire (Parent and Teacher Forms). The experimental group participated in ten 45-minute group play therapy sessions, whereas the control group received no intervention. Data were analyzed using paired-samples t tests, independent-samples t tests, and analysis of covariance (ANCOVA).
Results: Group play therapy significantly improved social skills across both parent and teacher reports, particularly cooperation (p < .01), self-control, and positive emotional expression (p < .05). According to parent reports, significant reductions were observed in aggressive behavior, inattention, and noncompliance (p < .01). Teacher reports also indicated significant reductions in impulsivity, classroom distractibility, and peer conflict (p < .01).
Conclusion: Group play therapy appears to be an effective intervention for enhancing social skills and reducing maladaptive behaviors in students with ADHD. Its integration into educational and rehabilitation settings, particularly in collaboration with parents and teachers, is recommended.