آبباریکی، ا.، یزدانبخش، ک.، و مؤمنی، خ. (1396). اثربخشی توان‌بخشی شناختی رایانه‌ای بر کاهش نارسایی شناختی دانش آموزان با ناتوانی یادگیری.
روانشناسی افراد استثنایی، 7(26)،127-157.
[DOI:2010.22054/jpe.2017.22223.1571]
امیرطهماسب، گ.، باقری، ف.، و ابوالمعالی، خ. (1397). اثربخشی روش بازی‌درمانی خانواده محور بر مشکلات عاطفی-رفتاری کودکان با اختلال یادگیری در دوره ابتدایی،
نشریه روانشناسی اجتماعی، 6(49)، 35-44.
[https://journals.iau.ir/article_545957.html]
حبیبی خوزانی، م.، تهرانیان، ا.، بهزادی، م.ح.، و علم الهدایی، س. ح. (1403). مقایسه اثربخشی آموزش بازی محور و آموزش بازی محور تلفیقی با توان‌بخشی شناختی در اضطراب و عملکرد ریاضی دانش آموزان دارای ناتوانی یادگیری.
مجله علوم روان‌شناختی،23(۱۳۴)، ۴۲۹-۴۱۳.
[http://psychologicalscience.ir/article-1-2152-fa.html]
حسن نتاج جلوداری، ف.، تقی پور جوان، ع.، فرامرزی، س.، و رستگار، ف. (1394). تأثیر بازی‌های رایانه‌ای شناخت محور بر کنش‌های اجرایی کودکان پیش‌دبستانی مبتلا به ناتوانی‌های یادگیری عصب روان‌شناختی.
فصلنامه سلامت روان کودک، 2(۲)، ۳۵-۴۵.
[http://childmentalhealth.ir/article-1-51-fa.html]
دریکوند، م.، شهنی ییلاق، م.، و حاجی یخچالی، ع. (1401).مقایسه تأثیر «بازی توان‌بخشی شناختی رایانه‌ای توجه و حافظه» و «بازی‌های عملی توجه» بر توجه پایدار، بازداری پاسخ ، سرعت و صحت خواندن در دانش‌آموزان دارای اختلال یادگیری خاص با نشانگان نارسا‌خوانی.
مطالعات روانشناسی تربیتی، 19(46)، 47-29.
[https://doi: 10.22111/jeps.2022.7015]
دریکوند، م.، شهنی ییلاق، م.، و حاجی یخچالی، ع. (1402). مقایسه اثربخشی بازی‌های توان‌بخشی شناختی رایانه‌ای (بازی آرام) و بازی‌های توان‌بخشی عملی (بازی‌های توجهی) بر حافظه کاری، بازداری پاسخ، و درک مطلب دانش آموزان نارساخوان.
فصلنامه سلامت روان کودک، 10(۱)، ۷۸-۹۲.
[http://childmentalhealth.ir/article-1-1252-fa.html]
رضایی هنجنی، م. ر.، علیزاده، ح.، کاظمی دستجردی، م.، و طاهایی، ع. (1401). اثربخشی برنامه توان بخشی رایانه‌ای اختلال پردازش شنیداری مرکزی بر ادراک شنیداری و املای دانش آموزان با اختلال خواندن،
فصلنامه علوم روان‌شناختی، 21(111)، 490-475.
[http://dx.doi.org/10.52547/JPS.21.111.475]
شمسی، ع.، عابدی، ا.، صمدی، مریم.، و احمدزاده، مریم. (1392). فرا تحلیل اثربخشی مداخلات روان‌شناختی و آموزشی بر بهبود عملکرد تحصیلی دانش‌آموزان با ناتوانی‌های یادگیری ریاضی.
ناتوانی‌های یادگیری، 2(4)، 61-81.
[https://jld.uma.ac.ir/article_134.html]
محمدی مولود، س.، مصرآبادی، ج.، و حبیبی کلیبر، ر. (1397). فرا تحلیل نقش جنسیت و سن آزمودنی‌ها بر اثربخشی مداخلات آموزشی و درمانی اختلال‌های یادگیری.
روانشناسی افراد استثنایی، 8(31)، 101-194.
[https://doi.org/10.22054/jpe.2019.33512.1808]
مرادی، ر.، و ملکی، ح. (1394). تأثیر بازی‌های آموزشی رایانه‌ای بر‌انگیزش تحصیلی مفاهیم ریاضی دانش‌آموزان پسر با ناتوانی یادگیری ریاضی.
روانشناسی افراد استثنایی، 5(18)، 27-44.
[https://doi:10.22054/jpe.2015.1543]
مصرآبادی، ج. (1396). فراتحلیل: مفاهیم، نرم‌افزار و گزارش‌نویسی. اردبیل: انتشارات دانشگاه شهید مدنی آذربایجان.
نریمانی، م.، صاحبقران فرد، م.،و نخستین گلدوست، ا. (1402). مقایسه اثربخشی مدل مبتنی بر انگیزه پیشرفت و آموزش مهارت‌های اجتماعی بر خودکارآمدی تحصیلی در دانش‌آموزان مبتلا به ناتوانی‌های یادگیری،
ناتوانی های یادگیری، 12(3), 91-81.
[https://doi.org/10.22098/jld.2023.12901.2095]
نعمتی، ش.، بدری گرگری، ر.، خوش بهار، ن.، و محمودی، ا. (1403). اثربخشی برنامۀ اجتماعی-هیجانی کودکان قوی بر توانمندی تنظیم هیجانی و کمک‌طلبی تحصیلی در دانش‌آموزان دارای اختلال یادگیری ویژه.
ناتوانی های یادگیری، 13(3), 70-84.
[https://doi.org/10.22098/jld.2024.13887.2123]
نفریه، پ.، و پیرخائفی، ع. (۱۴۰۲). اثربخشی بازی‌درمانی کودک محور بر بهبود حافظه فعال و توجه کودکان دارای اختلال ریاضی.
پژوهش‌های کاربردی در علوم رفتاری، 15(55)، 86-101.
[https://doi.org/10.30495/sbq.2024.709222]
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