The Effectiveness of Gestalt Play Therapy on Impulsivity, Adaptability, and Executive Function in Preschool Children with Autism Spectrum Disorder

Document Type : Original Article

Authors

1 PhD Student in Curriculum Planning, Ardabil Branch, Islamic Azad University, Ardabil, Iran.

2 Department of Educational Governance and Human Capital, Sanandaj Branch, Islamic Azad University, Sanandaj, Iran.

3 PhD student in Educational Management, Sanandaj Branch, Islamic Azad University, Sanandaj, Iran.

10.22098/j9032.2026.20228.1071

Abstract

This study aimed to determine the effectiveness of Gestalt play therapy on impulsivity, adaptability, and executive function in preschool children with autism spectrum disorder (ASD). A quasi-experimental pretest-posttest design with a control group was employed. The statistical population comprised all preschool-aged boys and girls diagnosed with ASD in Bukan, Iran. A sample of 30 children was selected and randomly assigned to either the experimental group (n=15) or the control group (n=15). Data collection instruments included the Barratt Impulsiveness Scale (BIS-11; Patton et al., 1995), the Psychological Adaptability Scale (Biscoe et al., 2013), and the Coolidge Effect Executive Functioning Inventory (CEEFI; Coolidge, 2002). Data were analyzed using univariate analysis of covariance (ANCOVA) and multivariate analysis of covariance (MANCOVA). The findings indicated that Gestalt play therapy significantly reduced non-planning impulsivity and cognitive impulsivity, thereby leading to a significant decrease in overall impulsivity among preschool children with ASD (p<0.05). Additionally, Gestalt play therapy had a significant effect on improving levels of resilience/experience (adaptation), insight, and social integration, resulting in a significant increase in psychological adaptability (p<0.05). Finally, the intervention demonstrated a significant positive impact on the executive functions of preschool children with ASD (p<0.05). Gestalt play therapy is highly effective in reducing impulsivity and enhancing both adaptability and executive functioning in preschool children with ASD. Incorporating this therapeutic approach can help children with ASD interact more effectively with their environment, improve their social skills, and achieve greater autonomy in activities of daily living.

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A Review of Theorizing of Behavioral Sciences
Volume 3, Issue 1
January 2026

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