فرا تحلیل اثربخشی بازی وارسازی بر اختلالات یادگیری خاص

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]

شریفی، ع.، و داوری، ر. (1391). شیوع ناتوانی‌های یادگیری در دانش‌آموزان پایه اول و دوم ابتدایی استان چهارمحال و بختیاری. ناتوانی‌های یادگیری، 1(2)، 63-76. [https://jld.uma.ac.ir/article_97.html?lang=fa]

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]

شیدایی فیروزآبادی، ط.، تجربه کار، م.، و توحیدی، ا. (1397). تأثیر روش آموزش دیویس بر مهارت‌های خواندن و خلاقیت دانش‌آموزان نارساخوان. سلامت روان کودک، 5(3)، 180-170.  [http://childmentalhealth.ir/article-1-329-fa.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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