Background & Aims: Regarding the high prevalence of Attention Deficit Hyperactivity Disorder (ADHD) and comorbidity with aggression symptoms, it is significant to apply an intervention to reduce the symtomps. It was aimed to investigate the efficacy of Puppet Play Therapy on aggression of children with attention deficit hyperactivity disorder.Materials and Methods: This quasi-experimental study had a pretest-posttest design with a control group. The statistical population included all children aged 8 to 12 years with ADHD in Kermanshah city. Then, 24 children were selected as the sample group by inaviable sampling and were divided into experimental and control group. Puppet Play Therapy intervention program was conducted for 10 sessions. Both groups were evaluated by relational and overt aggression questionnaire (2002) in pre and posttests. Variance and independent t-test were used to analyze the data.Results: The results showed that the Puppet Play had a significant effect on reducing total aggression (t=-3.23, P<0.004) and relational (t=-2.28, P<0.04) and reveal aggression (t=-7.1, P<0.001) butdon’t have significant effect on physical aggression (t=0.6 P<0.55).Conclusion: According to the results of this study Puppet Play Therapy can reduce aggressive behaviuor in children through effect of executive functioning and emotional regulation.

Objective: Puppet Play Therapy is to facilitate the development of the relationship between the child and the therapist, Increase Intimacy, frank and self-revelation, in a relationship base on Play Therapy is considered by researchers. The purpose of this study was to investigate the efficacy of Puppet Play Therapy on Improve social skills of children with attention deficit hyperactivity disorder. Methods: Method of study was Quasi-experimental and pretest-posttest design with control group. The statistical population included all children aged 8 to 12 years with attention deficit hyperactivity disorder was in Kermanshah city 24 of them selected as the sample group by random sampling. The sample according to the conditions of entry to the study were assigned to experimental group and control. Puppet Play Therapy intervention program for 10 sessions were applied to the experimental group while the control group did not receive training. Both groups were evaluated by Gresham and Elliott Social Skills in pre and post tests. Results: The results showed that the Puppet Play Therapy have a significant effect on social skills and its sub-scales in ADHD children (p<0. 001). Conclusion: According to results of this study Puppet Play Therapy recommended as a good way to improve the social skills of children with attention deficit hyperactivity disorder.

Introduction: The purpose of this study is to investigate the effect of the Puppet Play Therapy intervention on communicative skills of autistic children.Materials and Methods: This research has implemented in the shape of quasi-experimental designs with pre-post test and control group as a design based action research method. The preschool age autistic children of Mashhad city was our statistical population that ten patients out of them have allocated in control and intervention group who were participated in Puppet Play Therapy intervention in 2009-2010. The Early Social-Communication Scales (ESCS) was performed in before and after intervention. The data were analyzed by The U Mann-Whitney and The wilcoxon’s Signed-Ranks Tests.Results: Findings indicate that in terms of total score of ESCS, there is significant differences between groups (P=0.009). Also on eye contact subscales, initiating behavioral requests (P=0.012), low-level behavioral requests (P=0.012), responding to social interaction (P=0.015), over all initiating behavioral requests (P=0.011), and requests implementation (P=0.005), Puppet Play Therapy intervention group has significant differences. About achievement (P=0.335), initiating requests (P=0.214), pointing to objects (P=1.00), and give objects (P=0.74) subscales, there is no significant differences. Qualitative findings from the parental reports also indicate that intervention may be effective.Conclusion: The results indicate that Puppet Play Therapy has been effective for achievement of communicative skills of autistic children.

Background: Learning social skills presents a significant challenge for Hearing Impaired Children (HIC). Play Therapy is a recommended intervention to facilitate and accelerate social-emotional development. This study aimed to evaluate the effectiveness of Puppet Play Therapy (PPT) on the social skills of male children aged 6 to 9 years with Cochlear Implants (CI).Methods: This quasi-experimental study utilized a pretest-posttest design with a control group. A total of 24 male students aged 6 to 9 years with CI were randomly assigned to the experimental (n=12) and control (n=12) groups. Theexperimental group received cognitive-behavioral Play Therapy using Puppets in ten 45–60-minute sessions. Social skills were assessed using the Gersham and Eliot Social Skills Rating System during the pretest and posttest.Results: The findings indicated that the mean scores of three social skills subscales, including cooperation (P<0.001), assertion (P<0.001), and selfcontrol (P<0.001), were significantly higher in the experimental group after receiving PPT.Conclusion: The results suggest that Puppet Play Therapy is an effective intervention for enhancing social skills in children with CI, and it can serve as a valuable supplementary rehabilitation approach.

Objective: Stuttering is a disorder that affects speech or speech fluency. Stuttering begins in childhood and negatively affects a person's social relationships and self-esteem. The purpose of the present study was to investigate the interventional effect of Puppet Play Therapy on the inferiority of students with stuttering in Sari. Method: This is a quasi-experimental research with a single-subject design structure using a multi-step baseline design. The sample group was selected by convenience sampling method. The subjects included three boys and one girl who used to stutter with a feeling of inferiority. The tool for measuring the improvement (or reduction) of feeling inferior was the Feeling of Inferiority Questionnaire. The questionnaire was completed by the subjects in three stages of baseline, intervention and follow-up. To analyze the data, visual review of graphs (ups and downs of the dependent variable), indicators of recovery percentage, reduction percentage of scores, variability and effect size were used. Results: Visual review, charts, trend change indicators, gradient, and effect size indicated a decrease in the stuttering students' inferiority. Conclusion: Puppet Play Therapy intervention can be effective in reducing the feeling of inferiority of students who have stuttering and can be used as an effective and desirable strategy in this field.

Background and Objectives: The present study was conducted with the aim of comparing the effectiveness of cognitive Play Therapy and computer-based working memory training on the attention of children with attention deficit-hyperactivity disorder (ADHD) in Farsan City in 2021. Materials and Methods: The research method was quasi-experimental with a pretest-posttest and follow-up design and a control group. The statistical population consisted of all students aged 7 to 12 years with ADHD (n=180) in the city of Farsan. Thirty children diagnosed with mixed ADHD were selected using purposive sampling from clients of the Sobhe Omid Counseling Center in Farsan, following diagnosis by a psychiatrist and the completion of a children's symptoms questionnaire. These children were assessed using a Continuous Performance Test for sustained attention and impulsivity. A working memory training software and a structured short-term Play Therapy protocol specifically designed for children with ADHD were utilized. For data analysis, mixed-design ANOVA and Bonferroni post-hoc tests were applied. Results: The results showed that cognitive Play Therapy and computer-based working memory training affected the attention of children with ADHD in Farsan City (P<0.01, F=6.132, Eta=0.321). However, there was no difference in the effectiveness of cognitive Play Therapy and computer-based working memory training, and the effects of these interventions remained lasting. Conclusion: Therefore, both interventions can be utilized to reduce impulsivity in children with Attention Deficit Hyperactivity Disorder (ADHD).

Background: Surgery as a stressful experience can affect the child and quality of care plan. Nurses can use non-pharmacological intervention to reduce anxiety and help children cope with this stress.Objectives: This study was designed to compare the effects of dramatic Puppet and therapeutic Play on anxiety of children undergoing surgery.Methods: In this randomized clinical trial, 75 children were divided into three groups (dramatic Puppet, therapeutic Play, and control) using a simple random allocation method. The study was conducted in Iran in 2013 - 2014. The revised children’s manifest anxiety scale (RCMAS) was used to determine the anxiety of children. The data were analyzed using paired t-test, one-way analysis of variance (ANOVA), and Tukey test.Results: The findings revealed that the changes of anxiety scores after the intervention were significantly different among the three groups (P<0.001), so that the anxiety scores decreased in both the intervention groups (Puppet and Play) and increased in the control group.Conclusions: Therapeutic Play and dramatic Puppet can be used by nurses as a care strategy and effective preoperative preparation intervention to reduce anxiety in children undergoing surgery.