Date of Graduation
7-2020
Document Type
Dissertation
Degree Name
Doctor of Philosophy in Counselor Education (PhD)
Degree Level
Graduate
Department
Rehabilitation, Human Resources and Communication Disorders
Advisor/Mentor
Kristi Perryman
Committee Member
Paul Blisard
Second Committee Member
Kristin Higgins
Third Committee Member
Lisa Bowers
Fourth Committee Member
Samantha Robinson
Keywords
Academic Achievement, At-Risk Students, Child-Centered, Play Therapy, Primary Project
Abstract
This study examined the long-term impact of child-centered play therapy (CCPT) implemented through Primary Project on at-risk second-grade elementary school students. The qualifying group received ten 30-minute play therapy sessions during one academic semester during their second-grade year. In a longitudinal analysis for academic growth, MAP testing was used to determine if there was a long-term impact on both the third grade and fourth-grade years for the original qualifying students. The findings reveal implications for identification of and interventions for at-risk elementary students and CCPT as an intervention for academic achievement; specifically, reading and mathematics scores. Recommendations for future research are also included.
Citation
Massengale, B. D. (2020). Long-Term Impact of Child-Centered Play Therapy on Academic Achievement: A Longitudinal Examination of Academic Success in At-Risk Elementary School Students. Graduate Theses and Dissertations Retrieved from https://scholarworks.uark.edu/etd/3766
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