کاربرد علوم و فناوری‌های شناختی در توان‌بخشی کودکان کم‌توان ذهنی و تحولی

تقی‌پور، ک.، و نعمتی، ش. (1397). توان‌بخشی اختلال طیف اوتیسم از طریق فناوری کمکی: مطالعۀ مروری نظام‌مند. فصلنامۀ سلامت روان کودک. 5(3)، 202-192.

جعفری، ح.، آهی، ق.، و نداف، ر. (1393). بررسی اثربخشی نرم‌افزار رایانه‌ای در یادگیری درس علوم کودکان کم‌توان ذهنی پایۀ چهارم. فصلنامۀ کودکان استثنایی. 14(2)، 77-67.

رستمیان، م.، و رستمیان، ط. (1395). اثربخشی آموزش مبتنی بر رایانه در پیشرفت تحصیلی دانش‌آموزان پسر با کم‌توانی ذهنی. نشریۀ تعلیم و تربیت استثنایی. 16(143)، 27-22.

عارفی، م.، دانش، ع.، و صفی‌یاری، ز. (1388). نقش نرم‌افزار آموزشی ریاضی دنیای تاتی در پیشرفت تحصیلی کودکان کم‌توان ذهنی کلاس اول مجتمع آموزشی دخترانۀ شهید صیاد شیرازی شهر تهران. فصلنامۀ روان‌شناسی کاربردی. 9(1)، 44-27.

ولایتی، ا.، زارعی زوارکی، ا.، و امیرتیموری، م. (1392). تأثیر بازی رایانه‌ای آموزشی بر یادگیری، یادداری و انگیزۀ پیشرفت تحصیلی دانش‌آموزان دختر کم‌توان ذهنی. فصلنامۀ روان‌شناسی افراد استثنایی. 3(9)، 128-111.

یاریاری، ف.، افروز، غ.، و میرمحمدی، ف. (1389). بررسی تأثیر نرم‌افزار آموزش مفاهیم پایۀ ریاضی (امید) به دانش‌آموزان با نشانگان داون مقطع ابتدایی شهر تهران. فصلنامۀ کودکان استثنایی. 1(35)، 48-37.

 Akhutina, T. Y., Foreman, N., Krichevets, A., Matikka, L., Narhi, V., Pylaeva, N., & Vahakuopus, J. (2003). Improving spatial functioning in children with cerebral palsy using computerized and traditional game tasks. Disability and rehabilitation, 25(24), 1361-1371. https://doi.org/10.1080/09638280310001616358

American Psychiatric Association (2015). Neurodevelopmental disorders: DSM-5 selections. American Psychiatric Pub.

Anderson, N. D., Winocur, G., & Palmer, H. (2010). Principles of cognitive rehabilitation. In: Gurd J.M., Kischka, U., Marshall, J.C., editors. The Handbook of Clinical Neuropsychology (2^nd Ed.). Oxford: Oxford University Press, 50-77. https://doi.org/10.1093/acprof:oso/9780199234110.003.04

Arefi, M., & Danesh, E. (2009). The impact of Taty world software on mathematical achievement of mental retarded students of first grade of Sayyad Shirazi girls Educational complex in Tehran. Journal of Applied Psychology, 3(9), 28-45. https://doi.org/10.22055/psy.2020.32754.2500 (in Persian)

Baron-Cohen, S. (1997). Mindblindness: An essay on autism and theory of mind. MIT Press.

Baron-Cohen, S., Leslie, A. M., & Frith, U. (1985). Does the autistic child have a “theory of mind”?. Cognition, 21(1), 37-46. https://doi.org/10.1016/0010-0277(85)90022-8

Biscaldi, M., Rauh, R., Irion, L., Jung, N. H., Mall, V., Fleischhaker, C., & Klein, C. (2014). Deficits in motor abilities and developmental fractionation of imitation performance in high-functioning autism spectrum disorders. European child & adolescent psychiatry, 23, 599-610. https://doi.org/10.1007/s40489-022-00329-3

Boato, E., Melo, G., Filho, M., Moresi, E., Lourenço, C., & Tristão, R. (2022). The Use of Virtual and Computational Technologies in the Psychomotor and Cognitive Development of Children with Down Syndrome: A Systematic Literature Review. International Journal of Environmental Research and Public Health, 19(5), 2955. https://doi.org/10.3390/ijerph19052955

Braddock, D., Rizzolo, M. C., Thompson, M., & Bell, R. (2004). Emerging technologies and cognitive disability. Journal of Special Education Technology, 19(4), 49-56. https://doi.org/10.1177/016264340401900406

Callon, M., Courtial, J.-P., Turner, W. A., & Bauin, S. (1983). From translations to problematic networks: An introduction to co-word analysis. Social Science Information, 22(2), 191-235. https://doi.org/10.1177/053901883022002003

Cochran, N. H., Nordling, W. J., & Cochran, J. L. (2010). Child-centered play therapy: A practical guide to developing therapeutic relationships with children. New York: John Wiley & Sons.

Davies, D. K., Stock, S. E., & Wehmeyer, M. L. (2002). Enhancing independent task performance for individuals with mental retardation through use of a handheld self-directed visual and audio prompting system. Education and Training in Mental Retardation and Developmental Disabilities, 37(2), 209-218. http://www.jstor.org/stable/23879836.

Dell, A. G., Newton, D. A., & Petroff, J. G. (2016). Assistive technology in the classroom: Enhancing the school experiences of students with disabilities. (3nd Ed.). Boston, MA: Pearson.

Fischer, G., & Sullivan Jr, J. (2002, June). Human-centered public transportation systems for persons with cognitive disabilities. In Proceedings of the Participatory Design Conference, 9(1), 194-198.

Gal, E., Bauminger, N., Goren-Bar, D., Pianesi, F., Stock, O., Zancanaro, M., & Weiss, P. L. (2009). Enhancing social communication of children with high-functioning autism through a co-located interface. Ai & Society, 24, 75-84. https://doi.org/10.1007/s00787-013-0475-x

Hallahan, D. P., Pullen, P. C., Kauffman, J. M., & Badar, J. (2020). Exceptional learners. In L. Zhang (Ed.), Oxford Research Encyclopedia of Education, New York, Ny: Oxford University Press.

Hasselbring, T. S. (2001). A possible future of special education technology. Journal of Special Education Technology, 16(4), 15-21. https://doi.org/10.1177/016264340101600403.

Helman, D. H. (Ed.). (2013). Analogical reasoning: Perspectives of artificial intelligence, cognitive science, and philosophy (Vol. 197). Springer Science & Business Media.

Hoenig, H., Taylor Jr, D. H., & Sloan, F. A. (2003). Does assistive technology substitute for personal assistance among the disabled elderly? American Journal of Public Health, 93(2), 330-337. https://doi.org/10.2105/ajph.93.2.330

Iadarola, S., Siegel, J. F., Gao, Q., McGrath, K., & Bonuck, K. A. (2022). COVID-19 vaccine perceptions in New York State's intellectual and developmental disabilities community. Disability and health journal, 15(1), 101178. https://doi.org/10.1016/j.dhjo.2021.101178

Ingram, J. L., Stodgell, C. J., Hyman, S. L., Figlewicz, D. A., Weitkamp, L. R., & Rodier, P. M. (2000). Discovery of allelic variants of HOXA1 and HOXB1: genetic susceptibility to autism spectrum disorders. Teratology, 62(6), 393-405. https://doi.org/10.1002/1096-9926(200012)62:6<393::AID-TERA6>3.0.CO;2-V

Jafari, H. R., Ahi, G., & Naddaf, R. (2014). To Investigate the Effectiveness of Computer Software on Learning the Science Course in Fourth Grade Mentally Retarded Students. Journal of Exceptional Children, 14(2), 67-78. (in Persian)

Kiper, P., Richard, M., Stefanutti, F., Pierson-Poinsignon, R., Cacciante, L., Perin, C., ... & Meroni, R. (2022). Combined Motor and Cognitive Rehabilitation: The Impact on Motor Performance in Patients with Mild Cognitive Impairment. Systematic Review and Meta-Analysis. Journal of Personalized Medicine, 12(2), 276. https://doi.org/10.3390/jpm12020276.

Lancioni, G. E., & Olivaoe, D. (1999). Using an orientation system for indoor travel and activity with persons with multiple disabilities. Disability and Rehabilitation, 21(3), 124-127.

Langone, J., Clees, T. J., Rieber, L., & Matzko, M. (2002). The future of computer-based interactive technology for teaching individuals with moderate to severe disabilities: Issues relating to research and practice. Journal of Special Education Technology, 18(1), 5-16. https://doi.org/10.1177/016264340301800101

 Larson, S., Eschenbacher, H., Anderson, L., Pettingell, S., Hewitt, A., Sowers, M., ... & Agosta, J. (2014). In-home and Residential Long-Term Supports and Services for Persons with Intellectual or Developmental Disabilities: Status and Trends through 2012. Institute on Community Integration, University of Minnesota. https://risp.umn.edu/media/download/cms/media/risp/RISP_2012_report/RISP_FINAL_2012.pdf

LoPresti, E. F., Bodine, C., & Lewis, C. (2008). Assistive technology for cognition [Understanding the Needs of Persons with Disabilities]. IEEE Engineering in Medicine and Biology Magazine, 27(2), 29-39. https://doi.org/10.1109/EMB.2007.907396

Lopresti, E. F., Mihailidis, A., & Kirsch, N. (2004). Assistive technology for cognitive rehabilitation: State of the art. Neuropsychological Rehabilitation, 14(1-2), 5-39. https://doi.org/10.1080/09602010343000101

Lord, C., Cook, E. H., Leventhal, B. L., & Amaral, D. G. (2000). Autism spectrum disorders. Neuron, 28(2), 355-363. https://doi.org/10.1016/s0896-6273(00)00115-x

Özler, N. G., & Akçamete, G. (2022). Effectiveness of video modeling in teaching computer skills to students with intellectual disabilities. Journal of Education and Learning, 11(1), 40-53. https://doi.org/10.5539/jel.v11n1p40

Pritchard, A. (1969). Statistical bibliography or bibliometrics. Journal of Documentation, 25, 348-349.

Ramachandran, V. S., & Oberman, L. M. (2006). Broken mirrors. Scientific American, 295(5), 62-69. https://www.jstor.org/stable/26069040

Rizzolatti, G., & Craighero, L. (2004). The mirror-neuron system. Annual Review of Neuroscience, 27, 169-192. https://doi.org/10.1146/annurev.neuro.27.070203.144230

Rostamian, M., & Rostamian, T. (2017). Effectiveness of Computer based Education in Academic Achievement of Students with Intellectual disability. Journal of Exceptional Education, 6(143), 22-27. http://exceptionaleducation.ir/article-1-838-fa.html (in Persian)

Sabbagh, M. A. (2004). Understanding orbitofrontal contributions to theory-of-mind reasoning: Implications for autism. Brain and Cognition, 55(1), 209-219. https://doi.org/10.1016/j.bandc.2003.04.002

Siberski, J., Shatil, E., Siberski, C., Eckroth-Bucher, M., French, A., Horton, S., Loefflad, R. F., & Rouse, P. (2015). Computer-based cognitive training for individuals with intellectual and developmental disabilities: Pilot study. American Journal of Alzheimer’s Disease & Other Dementias, 30(1), 41-48. https://doi.org/10.1177/1533317514539376

So, W. W. M., He, Q., Chen, Y., Li, W. C., Cheng, I. N. Y., & Lee, T. T. H. (2022). Engaging Students with Intellectual Disability in Science, Technology, Engineering, and Mathematics Learning. Science Education International, 33(1), 25-37. https://doi.org/10.33828/sei.v33.i1.3

Sohlberg, M. M., & Mateer, C. A. (Eds.). (2001). Cognitive rehabilitation: An integrative neuropsychological approach. New York: Guilford Press.

Svensson, I., Nordström, T., Lindeblad, E., Gustafson, S., Björn, M., Sand, C., Almgren/Bäck, G., & Nilsson, S. (2021). Effects of assistive technology for students with reading and writing disabilities. Disability and Rehabilitation: Assistive Technology, 16(2), 196-208. https://doi.org/10.1080/17483107.2019.1646821

Taghipour, K., Nemati, S. (2018). The Rehabilitation of Autism Spectrum Disorder through Assistive Technology: A Systematic Review. Journal about Mental Health, 5(3), 192-202. http://childmentalhealth.ir/article-1-367-fa.html (in Persian)

Tahat, K. M., Al-Sarayrah, W., Salloum, S. A., Habes, M., & Ali, S. (2022). The influence of YouTube videos on the learning experience of disabled people during the COVID-19 outbreak. In Advances in Data Science and Intelligent Data Communication Technologies for COVID-19, 378, 239-259. https://pesquisa.bvsalud.org/global-literature-on-novel-coronavirus-2019-ncov/resource/pt/covidwho-2030840

Thapliyal, M., & Ahuja, N. J. (2021). Underpinning implications of instructional strategies on assistive technology for learning disability: a meta-synthesis review. Disability and Rehabilitation: Assistive Technology, https://doi.org/10.1080/17483107.2020.1864669

Turnbull, H. R. (2005). Individuals with disabilities education act reauthorization: Accountability and personal responsibility. Remedial and Special Education, 26(6), 320-326. https://doi.org/10.1177/07419325050260060201

van Kessel, R., O’Nuallain, E., Weir, E., Wong, B. L. H., Anderson, M., Baron-Cohen, S., & Mossialos, E. (2022). Digital health paradox: international policy perspectives to address increased health inequalities for people living with disabilities. Journal of medical Internet research, 24(2), e33819. https://doi.org/10.2196/33819

Van Wingerden, E., Barakova, E., Lourens, T., & Sterkenburg, P. S. (2021). Robot‐mediated therapy to reduce worrying in persons with visual and intellectual disabilities. Journal of Applied Research in Intellectual Disabilities, 34(1), 229-238. https://doi.org/10.1111/jar.12801

Velayati, E., Zaraii Zavaraki, E. & Amirteimouri, M. H. (2013). The Effect of Educational Computer Games on Learning, Retention and Academic Achievement Motivation among Female Students with Intellectual Disability. Journal of Psychology of Exceptional Individuals, 3(9), 111-128. (in Persian)

Walker, W. R., & Herrmann, D. J. (Eds.). (2010). Cognitive technology: Essays on the transformation of thought and society. McFarland.

Warmoth, K., Morgan-Trimmer, S., Kudlicka, A., Toms, G., James, I. A., Woods, B., & GREAT trial team. (2022). Reflections on a personalized cognitive rehabilitation intervention: experiences of people living with dementia and their carers participating in the great trial. Neuropsychological Rehabilitation, 32(2), 268-286. https://doi.org/10.1080/09602011.2020.1820876.

Wehmeyer, M. L., & Shogren, K. A. (2013). Establishing the field of applied cognitive technology. Inclusion, 1(2), 91-94. https://doi.org/10.1352/2326-6988-01.02.91

Wolters, G., Stapert, S., Brands, I., & Van Heugten, C. (2010). Coping styles in relation to cognitive rehabilitation and quality of life after brain injury. Neuropsychological Rehabilitation, 20(4), 587-600. https://doi.org/10.1080/09602011003683836

Yaryari, F., & Mirmohammadi, F. (2010). Designing and evaluating efficacy of basic concepts in mathematics teaching software to students with down syndrome. JOEC, 10(1), 37-48. http://joec.ir/article-1-296-fa.html (in Persian)

Yell, M. L. (1998). The law and special education. Merrill/Prentice-Hall, Inc., 200 Old Tappan Road, Old Tappan, NJ 07675.