اثربخشی آموزش بازداری شناختی بر عملکرد توجه و کنترل پاسخ دانش‌آموزان مبتلا به اختلال نقص‌توجه/بیش‌فعالی

جعفری، ا.، کامکاری، ک.، و عبدالله نژاد، ص. (1399). ویژگی‌های روان‌سنجی نسخۀ نوین هوش آزمای تهران استنفورد-بینه در تشخیص کودکان ناتوان یادگیری. کودکان استثنایی، 20(1)، 140-129. http://joec.ir/article-1-713-fa.html

حکیمی راد، ا.، افروز، غ.، و به‌پژوه، ا. (1393). طراحی برنامۀ مداخله‌ای مبتنی بر آموزش بازداری پاسخ و بررسی اثر‌بخشی آن بر نشانه‌های اختلال نارسایی‌توجه‌/ بیش‌فعالی. روان‌شناسی افراد استثنایی، 4(16)، 96-77.‎ https://jpe.atu.ac.ir/article_1437_4.html

رسولی، م.، چوبداری، ‌ع.، و حکیمی راد، ا. (1396). اثربخشی آموزش بازداری پاسخ بر میزان توجه و بهبود مهارت‌های حرکتی دانش‌آموزان با اختلال نارسایی توجه/بیش‌فعالی. پژوهش‌های نوین روان‌شناختی، 45(12)، 103-81. https://psychologyj.tabrizu.ac.ir/article_6555.html?lang=fa

رفیع‌خواه، م.، ارجمندنیا، ع. ا.، و شریفی، ع. (1403). تأثیر بازی‌های مبتنی بر بازداری شناختی بر حافظۀ فعال و برنامه‌ریزی دانش‌آموزان با اختلال خواندن. توانمندسازی کودکان استثنایی، 15(1)، 23-12. https://doi.org/10.22034/ceciranj.2024.458754.1869

رفیع‌خواه، م.، و مهاجرانی، م. (1393). اثربخشی تمرین بازداری شناختی بر انعطاف‌پذیری ذهنی دانش‌آموزان با ناتوانی یادگیری. پژوهش در علوم توانبخشی، 10(8)، 927-917. https://jrrs.mui.ac.ir/article_16861_fa.html

غلامی، ر.، استکی، م.، و نصرت آبادی، م. (1396). مقایسۀ نتایج الکتروانسفالوگرافی کمی (QEEG) با نتایج آزمون IVA در کودکان دارای اختلال نقص‌توجه/بیش‌فعالی. عصب روان‌شناسی، 3(10)، 38-25. https://clpsy.journals.pnu.ac.ir/article_4354.html   

مینایی، ا. (1386). بررسی ساختار عاملی سئوالات سندرمی سیاهۀ رفتاری کودک (CBCL) با استفاده از تحلیل عاملی تأییدی. روان شناسی تربیتی، 3(7)، 116-93. https://doi.org/10.22054/jep.2007.6005

یاوری برحق طلب، ا.، عسگری، پ.، نادری، ف.، و حیدری، ع. ر. (1400). بررسی اثر توانبخشی شناختی بر عملکردهای اجرایی (بازداری پاسخ و برنامه‌ریزی) کودکان دارای اختلال نقص‌توجه و بیش‌فعالی. دوماهنامۀ علمی-پژوهشی طب توانبخشی، 10(1)، 157-146.‎ https://doi.org/10.22037/jrm.2020.112304.2176

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