Background: One of the main problems of students with Specific learning disorder is behavioral disorders, including isolation and anxiety, which reduces their self-esteem. Despite the fact that self-esteem can be considered a buffer against children's academic and behavioral problems, However, there is a research gap regarding the efficacy of self-esteem-based educational packages on behavioral disorders in students with specific learning disorder.
Aims: The purpose of this study was to investigate the efficacy of self-esteem-based play -based education on isolation and anxiety in students with specific learning disorder.
Methods: The method of this study was a semi-experimental pre-test-post-test design with a control group and a two-month follow-up. The statistical population of the study included all female students aged 8 to 11 years with specific learning disorder in Tehran in 2024, and Using purposive sampling, 30 of them were selected and randomly assigned to two experimental groups (15 people) and control groups (15 people). Data collection tools in this study included Isolation questionnaires (Shahim, 1996) and Beck Anxiety Inventory (Beck & Steer, 1990). Also, data analysis of this study was performed using variance analysis with repeated measurement and SPSS-26 software.
Results: The results of this study showed that self-esteem-based play package training had a significant and sustainable effect on reducing isolation and all components of anxiety (physical, mental, and panic symptoms) in students with specific learning disabilities (P< 0.05).
Conclusion: According to the findings of the present study, it is suggested that elementary school counselors and teachers use the content of the self-esteem-based play education program to reduce behavioral disorders of students with learning disorders, especially their isolation and anxiety.