باقری، ا.، کوهستانی، د.، و گودرزی، ک. (1402). مقایسه اثربخشی توانبخشی شناختی،آموزش مادران به روش بارکلی و دارودرمانی بر ادراک زمان در دانش آموزان دارای اختلال بیش فعالی نقص توجه 9 تا 12 سال.
روانشناسی مدرسه و آموزشگاه، 12(4)، 22-35.
[DOI:org/10.22098/jsp.2024.12817.5555]
برنجی جلالی، و.، غفاری، ع.، بیرامی، م. (1400). تأثیر توانبخشی شناختی بر مهارتهای خواندن و نوشتن در دانش آموزان مبتلا به اختلالات یادگیری.
فصلنامه علمی پژوهشی، خانواده درمانی کاربردی، 2 (1)، 291-277.
[DOI:10.22034/aftj.2022.267202.1051]
پرویزیان، م.، بردیده، م.، مظفری، م.، امیدوار، ب. (1401). تدوین برنامه به شیوه ی رفتار درمانی شناختی: ارزیابی اثربخشی بر درماندگی آموخته شده دانش آموزان دارای اختلال یادگیری خاص (دیکته). نشریه پژوهش
توانبخشی در پرستاری، 3 (8): 32-41.
http:/ijrn.ir/article-1-693-fa.htm1%5d
دهقانی، ی.، مرادی، ن.، چابرزی، ع.، خیراندیش، س. (1399). مقایسه ناگویی خُلقی در کودکان با و بدون اختلال نقص توجه/ بیش فعالی
. انجمن علمی کودکان استثنایی ایران، سال یازدهم، 3 (11)، 13-22.
[DOI:10.22034/CECIRANJ.2020.206260.1292]
سروریان، ز.، روشن چسلی، ر.، نائینیان، م.، فراهانی، ح.، یعقوب نژاد، س. (1402). اثربخشی توانبخشی شناختی بر حافظه فعال و دیداری دانش آموزان نارسانویس.
مجله تازه های علوم شناختی، 25 (1)، 177-161.
[DOI:10.30514/icss.25.1.161]
عباسی، ن.، اکبری، ب.، حسین خانزاده، ع ع. (1399). مقایسه اثربخشی توانبخشی شناختی و نوروفیدبک بر بهبود کنش های اجرایی کودکان مبتلا به نارساخوانی.
فصلنامه سلامت روان کودک، 7 (2)، 311-294.
[DOI: 20.1001.1.24233552.1399.7.2.16.0]
غفاری، خ.، یاسبلاغی، ب.، عبدالوند، خ. (1399). اثربخشی آموزش بازی با کلمات بر مشکلات املایی دانش آموزان پایه اول ابتدایی.
رویکردهای نوین آموزشی، 15 (2)، 42-23
[DOI:10.22108/nea.2021.124489.1511]
گراث مارنات، گ. (1396). راهنمای کاربردی و تفسیر بالینی مقیاس های هوشی وکسلر. ترجمه کرمی، ا.، کرمی، ر. تهران: روانسنجی. (2017).
محمدی، د.، رادبخش، ی. ( 1395). مقایسه اثربخشی روش آموزش مستقیم و آموزش چند رسانه ای بر بهبود شش نوع املا.
دو ماهنامه جستارهای زبانی، 3 (38)،290-265.
[DOI:20.1001.1.23223081.1396.8.3.2.4]
ناجی، ا.، حسنزاده، س.، شکوهی یکتا، م.، حجازی، ا.، اژهای، ج. (1398). حافظه فعال شنیداری و دیداری در دانش آموزان نارساخوان.
فصلنامه مطالعات روانشناسی بالینی، 9 (5)، 194-173.
[DOI: 10.22054/jcps.2019.42673.2140]
نریمانی، م.، سلمانی، ع. و شارعی، آ. (1404). اثربخشی آموزش مهارتهای ارتباط مؤثر بر امیدواری تحصیلی و بهزیستی روانشناختی در دانشآموزان مستعد رفتارهای پرخطر.
روان شناسی مدرسه و آموزشگاه، 14(1)، 82-95.
[DOI:10.22098/jsp.2025.16465.6043]
نیکبخت، ن.،کیخسروانی، م.، دیره، ع و پوالدی ریشهری، ع. (1403). مقایسه اثربخشی برنامه توانبخشی شناختی مبتنی برحافظه آینده نگر و برنامه تنظیم هیجان برکاهش مشکلات رفتاری دانش آموزان با اختلال نارسایی توجه و بیش فعالی.
فصلنامه روانشناسی مدرسه و آموزشگاه، 13(1)، 112-123.
https://jsp.uma.ac.ir/article_2941.html?lang=en
Abbasi, N., Akbari, B., Hosseinkhanzadeh, A.A. (2020). Comparison of the effectiveness of cognitive rehabilitation and neurofeedback on improving the executive functions in children with dyslexia. Quarterly Journal of Child Mental. Health. 7 (2), 294-311. (persian) [DOI: 20.1001.1.24233552.1399.7.2.16.0]
Baddeley, A, D. (1983). Working Memory. Oxford, UK: Oxford Univ. Press.
Bagheri, A., Kordestani, D. & Goodarzi, K. (2024). The effectiveness of cognitive rehabilitation, training of mothers using the Barclay method and drug therapy on time perception in students with attention deficit hyperactivity disorder aged 9 to 12 years (Persian). Journal of School Psychology and Institutions, 12(4), 22-35. https://jsp.uma.ac.ir/article_2756.html?lang=en
Berenji-jalali, V., Ghaffari, A., Barami, M., Taklavi, S. (2021). The effectiveness of cognitive rehabilitation therapy on reading and writing skills among students with learning disorders. Journal of Applied Family Therapy, 2 (1), 277-291. (persian) [DOI:org/10.61838/kman.aftj.2.1.15]
Biotteau, M., Danna, J., Baudou, E., Puyjarinet, F., Velay, J-L., Albaret, J-M. (2019). Developmental coordination disorder and dysgraphia: Signs and symptoms, diagnosis, and rehabilitation. Neuropsychiatric Disease and Treatment. 15, 1873-1885.[DOI:org/10.2147/ndt.s120514]
Boroumand, Z. (2019). Investigating the causes of poor spelling in elementary school students. Ormozd Research Journal, 47 (2), 92-100. (persian) . https://sid.ir/paper/514801/fa
Brehmer, Y., Westerberg, H., & Bäckman, L. (2012). Working-memory training in younger and older adults: training gains, transfer, and maintenance. Frontiers in Human Neuroscience, 6, 63. [DOI: 10.3389/fnhum.2012.00063]
Cameron, K. L. (2018). The Effects of a Behavioral Momentum Blending Intervention on the Accuracy of Textual and Spelling Responses Emitted by Preschool Students with Blending Difficulties (Doctoral dissertation, Columbia University).
Canviez, G. L., Watkins, M. W., & Dombrowski, S.C. (2016). Structural Validity of the WISC-V: Confirmatory Factor Analyses with the 16 Primary and Secondary Subtests, Psychological Assessment, 29 (4), 458-472. [DOI: 10.1037/pas0000358]
Conners, C. K., (1990). Manual for Conners’ Rating Scales. Canada. Multi health system, Inc.
Catale, C., Geurten, M., Lejeune, C., & Meulemans, T. (2014). The Conners Parent Rating Scale: Psychometric properties in typically developing 4-to 12-year-old Belgian French-speaking children. European Review of Applied Psychology. 64(5), 221-227. [DOI:10.1016/j.erap.2014.07.001]
Dehghani, Y., Moradi, N., Chabarzi, A., & Kheirandish, S. (2020). Comparison of alexithymia in children with and without Attention Deficit/Hyperactivity Disorder. Journal of Exceptional Children Empowerment, 11(3), 13-22. (persian) [DOI:10.22034/ceciranj.2020.206260.1292]
Fathi Azar, E., Mirzaie, H., Jamshidian, E., Hojati, E. (2023). Effectiveness of perceptual-motor exercises and physical activity on the cognitive, motor, and academic skills of children with learning disorders: A systematic review. Article in Child Care Health and Development · 49: 1006-1018. [DOI:10.1111/cch.13111]
Fusco, N., Germano, G. D., & Capellini, S. A. (2015). Efficacy of a perceptual and visual-motor skill intervention program for students with dyslexia. CoDAS, 27 (2): 128–134. https:/pubmed.ncbi.nlm.nih.gov/26107077/%5d
Ghaffari, K., Yasblaghi Sharahi, B., & Abdolvand, K. (2021). The Effect of Word Game Teaching on Dictation Problems of First Grade Primary School Students in Azna. Journal of New Educational Approaches, 2 (32): 23-42. (Persian) https:/nea.ui.ac.ir/article_25575.html?lang=en%5d
Grath Marnat, G. (2017). Practical Guide and Clinical Interpretation of Wechsler Intelligence Scales. Translated by Karami, Abolfazl. Karami, Rana. Tehran: Psychometrics. (Persian)
Hashemabadi, F., & Salehi, M. (2024). Effectiveness of Educational-Therapeutic Intervention based on Brain Empowerment on Dysgraphia: A Single-Subject Research. Recent Innovations in Psychology, 1 (4): 73- 87. (persian) [DOI:org/10.22034/rip.2024.446559.1007]
Hen-Herbst, L., Rosenblum, S. (2022). Handwriting and Motor-Related Daily Performance among Adolescents with Dysgraphia and Their Impact on Physical Health-Related Quality of Life. PubMed PMID: 36291371. Children. 9 (10):1437 [DOI.org/10.3390/children9101437%5d]
Hajri, M., Abbes, Z., Yahia, HB., Ouanes, S., Halayem, S., Bouden, A. (2016). Effects of cognitive remediation therapy in children with autism spectrum disorder: study protocol. International Journal of Science and Research (IJSR).5(7), 2007-12.[DOI:org/10.21275/v5i7.ART201648%5d]
Ibrahim, S., Harun, D., Kadar, M., Mohd Rasdi, H., Baharudin, N., & Jong Tze Hui, E. (2019). Motor performance and functional mobility in children with specific learning disabilities. The Medical Journal of Malaysia, 74 (1), 34-39. https:/pubmed.ncbi.nlm.nih.gov/30846660/%5d
Kamran, A., Moghtadaie, K., Abdall, Z., & Salamat, M. (2017). Ther eeffectiveness of attention training on improving the academic performance of students with spelling learning disabilities. Journal of child mental health, 4 (1): 46-55. (persian) http:/childmentalhealth.ir/article-1-129-en.html%5d
Kunhoth, J., Maadeed, S., Kunhoth, S., Akbari, Y., Saleh, M. (2024). Automated systems for diagnosis of dysgraphia in children: a survey and novel framework. International Journal on Document Analysis and Recognition (IJDAR), 27, 707–735. [DOI:org/10.1007/s10032-024-00464-z%5d]
Layes, S., Salah, M., Mecheri, S., Lalonde, R., & Rebaï, M. (2019). Efficacy of a visuomotor-based intervention for children with reading and spelling disabilities: a pilot study. British Journal of Special Education, 46 (3), 317-339. [DOI:10.1111/1467-8578.12278 ]
Liu, D., Chen, X., & Wang, Y. (2016). The impact of visual-spatial attention on reading and spelling in Chinese children. Reading and Writing, 29 (7), 1435-1447. [DOI:10.1007/s11145-016-9644-x]
Lopez-García, J., Colado, J. C., & Guzmán, J. F. (2019). Acute effects of aerobic exercise and active videogames on cognitive flexibility, reaction time, and perceived exertion in older adults. Games for Health Journal, 8 (6), 371–379. [DOI:10.1089/g4h.2018.0143]
McCloskey, M., & Rapp, B. (2017). “Developmental Dysgraphia: An Overview and Framework for Research.” Cognitive Neuropsychology 34 (3–4), 65–82. [DOI:10.1080/02643294.2017.1369016]
Mohammadi, D., & Radbakhsh, Y. (2017). Compeare the effectiveness of direct training and multimedia education to improve six different type of dysgraphia. Language related research (comparative language and literature research), 8(38), 265-290. (persian) [DOI: 20.1001.1.23223081.1396.8.3.2.4]
Naji, E., Hassanzadeh, S., Shokoohi Yekta, M., Hejazi, E., & Ejei, J. (2019). Auditory and visual working memory in dyslexic students: before and after intervention. Clinical psychology student, 9 (35), 173-194. (persian) [DOI: 10.22054/jcps.2019.42673.2140]
Narimani, M., Salmani, A. & Sharei, A. (2025). The effectiveness of effective communication skills training on academic hope and psychological well-being in students prone to high-risk behaviors. Journal of School Psychology, 14(1), 82-95. (Persian) [DOI:10.22098/jsp.2025.16465.6043]
Naserpour, N., Dorani, K., Salehi, K. (2019). Factor Affecting Dictation Disruption in Primary School Students. Journal of Curriculum Studies.14 (54), 181-218. (persian) [DOI: 20.1001.1.17354986.1398.14.54.6.1]
Nikbakht, N., Keykhosrovani, M., Deyreh, E. & Pooladi Rishehri, A. (2024). Comparison of the effectiveness of cognitive rehabilitation program based on prospective memory and emotion regulation program on behavioral problems of students with attention deficit hyperactivity disorder (Persian). Journal of School Psychology and Institutions, 13 (1), 112-123. https://jsp.uma.ac.ir/article_2941.html?lang=en
Norouzi, E., Vaezmosavi, M., Gerber, M., Pühse, U., & Brand, S. (2019). Dual-task training on cognition and resistance training improved both balance and working memory in older people. The Physician and Sports Medicine, 47(4), 471-478. https://10.0.4.56/009%2013847.2019.1623996%5d
Pakdaman, M., Ghorbanpour, K. (2011). The effect of memory reinforcement strategies training on visual memory and spelling of pupils in second and fifth grades primary school with learning disorder. Quarterly Journal of Educational Psychology Islamic Azad University Tonekabon Branch, 3 (11), 24-36. (persian) https:/sanad.iau.ir/Journal/psyedu/Article/953590%5d
Parvizian, M., Bardideh, M., Mozafari, M., Omidvar, B. (2022). Cognitive Behavioral Therapy Program: Evaluating Effectiveness on Learned Helplessness of Students Special Learning Disorders (Dictation). Iranian Journal of Rehabilitation Research in Nursing. Spring, 3(8), 32-41. (persian) http:/ijrn.ir/article-1-693-fa.htm1%5d
Pasqualotto, A., & Venuti, P. (2020). A multifactorial model of dyslexia: Evidence from executive functions and phonological‐based treatments. Learning Disabilities Research & Practice, 35 (3), 150–164. [DOI: 10.1111/ldrp.12228]
Priyamvada, R., Ranjan, R., Chaudhury, S. (2015). Cognitive rehabilitation of attention and memory in depression. Indu Psychol J, 24 (1), 48-53. [DOI:10.4103/0972-6748.160932]
Rafiei Milajerdi, H., Sheikh, M., Najafabadi, M. G., Saghaei, B., Naghdi, N., & Dewey, D. (2021). The effects of physical activity and exergaming on motor skills and executive functions in children with autism spectrum disorder. Games for Health Journal, 10 (1), 33–42. [DOI: 10.1089/g4h.2019.0180]
Ramezani, M., Behzadipour, S., Fawcett, A.J., Joghataei, M.T. (2023). Verbal Working Memory-Balance program training alters the left fusiform gyrus resting-state functional connectivity: A randomized clinical trial study on children with dyslexia. Dyslexia, 29, (3), 264–285. [DOI:10.1002/dys.1747]
Sarvarian, Z., Roshan Chesli, R., Naeinian, M.R., Farahani, H., Yaghoubnezhad, S. (2023). The effectiveness of cognitive rehabilitation on working and visual memory of students with dysgraphia. Advances in Cognitive Sciences, 25 (1), 161-177. (persian). [DOI:10.30514/icss.25.1.161]
Shevchenkoa, Y., Dubiahaa, S., Saіenkoa, Y., Huza, V., Svyrydenko, H. (2024). Exploring dysgraphia in elementary school students: assessment and tailored intervention strategies from a psycholinguistic perspective Exploring dysgraphia in elementary school students: assessment and tailored intervention strategies from a psycholinguistic perspective. Multidisciplinary science Journal, 6, 2024ss0714. [DOI:10.31893/multiscience.2024ss0714]
Simone, A., Catia, G., Giseli, D. (2017). Relation between Visual Motor Integration and Handwriting in Students of Elementary School. Psychology, 8, 258-270. [DOI:10.4236/psych.2017.82015]
Theill, N., Schumacher, V., Adelsberger, R., Martin, M., & Jäncke, L. (2013). Effects of simultaneously performed cognitive and physical training in older adults. BMC Neuroscience, 14(1), 1-14. [DOI:10.1186/1471-2202-14-103]