تقیزاده هیر، س.، نریمانی، م.، آقاجانی، س.، ندر محمدی، م. و بشرپور، س. (1403). تنظیم شناختی هیجان و بازداری پاسخ در دانشآموزان مبتلا به اختلال نقص توجه/ بیش فعالی و ضرب آهنگ شناختی کند.
فصلنامه روانشناسی مدرسه و آموزشگاه، 13(4)، 25-38.
[DOI:10.22098/jsp.2025.14186.5742]
کشتگر، ع.، راستگومقدم، م.، و سالاریفر، م.ح. (۱۴۰۱). مقایسۀ سطح بازداری پاسخ در دانشآموزان ابتدایی نارساخوان تحولی ادراکی، زبانشناختی و عادی در خواندن.
فصلنامه پژوهشهای کاربردی روانشناختی، ۱۳(۳)، ۱–۱۷.
[DOI:10.22059/japr.2022.321427.643806]
رفیعخواه، م.، ارجمندنیا، ع.ا.، و شریفی، ع. (۱۴۰۳). تأثیر بازیهای مبتنی بر بازداری شناختی بر حافظه فعال و برنامهریزی دانشآموزان با اختلال خواندن.
توانمندسازی کودکان استثنایی، ۱۵(۱)، ۱۲–۲۳.
[DOI:10.22034/ceciranj.2024.458754.1869]
رفیعخواه، م.، شریفی، ع.، و رحیمی، م. (۱۴۰۴). اثربخشی آموزش بازداری شناختی بر عملکرد توجه و کنترل پاسخ دانشآموزان مبتلا به اختلال نقصتوجه/بیشفعالی.
فصلنامه پژوهشهای کاربردی روانشناختی، ۱۶(۴)، ۸۵–۱۰۲.
[DOI:10.22059/japr.2025.385079.645059]
واحدی، ش.، یکانیزاد، ا.، و ارجمندی، ن. (۱۴۰۴). اثربخشی آموزش چندحسی فرنالد بر تقویت حافظه و یادآوری اطلاعات دانشآموزان دارای اختلال نارساخوانی. فصلنامه پژوهشهای کاربردی روانشناختی، مقاله آماده انتشار.
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