اثربخشی تمرینات توان‌بخشی با و بدون الگوهای مشاوره‌ای بر مهارت دست‌نویسی دانش‌آموزان دارای اختلال نوشتن

الداغی، آ. (1401). تاثیر دست‌ورزی بر مهارت دست نویسی و انگیزه نوشتن دانش‌آموزان مقطع ابتدایی دارای اختلال نوشتن در منطقه 18 آموزش و پرورش شهر تهران. جستارهای زبانی، 13(1)، 167-197. Doi: 20.1001.1.23223081.1401.0.0.21.3]]

الهی، م.، جعفری‌دلال‌حسین‌زاده، م. (1403). راهکارهای رفع اختلال نوشتن در دانش آموزان دارای مشکلات یادگیری ناحیه 3 مشهد. کنفرانس پژوهش‌های مدیریت، تعلیم و تربیت در آموزش و پرورش، 2(2)، 577-586.‎ https://civilica.com/doc/2039794/

باقری، ا.، کردستانی، 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]

پورمحمدرضا تجریشی، م.، یوسفی، م.، همتی، س.، بخشی، ع. (1398). شیوع شناسی اختلال یادگیری غیرکلامی در دانش‌آموزان پسر شهر کرج. روان شناسی بالینی، 11(4)، 77-87.‎ DOI:10.22075/JCP.2020.17486.1651]]

عبدلی سخویدی، ز. (1400). مقایسه اثربخشی دو روش کپارت و سینا در بهبود اختلال دیکته‌نویسی دانش‌آموزان دارای اختلال نوشتن پایه دوم ابتدایی شهر یزد. پایان‌نامه کارشناسی ارشد، دانشگاه یزد، پردیس علوم انسانی و اجتماعی، دانشکده روانشناسی و علوم تربیتی. https://ganj.irandoc.ac.ir/#/articles/e5d2c29692958ea95086a52fc0dbaf5b

غفوری، ر. (1397). بررسی تاثیر تمرینات حرکتی دست بر تغییرات عملکردی کورتکس پری فرونتال (عملکرد اجرایی و حافظه)، سطح  BDNF و مهارت دست نویسی در داش آموزان پایه سوم تا پنجم ابتدایی دارای اختلال دست نویسی. رساله دکتری تخصصی، دانشگاه رازی، دانشکده تربیت بدنی و علوم ورزشی. https://ganj.irandoc.ac.ir/#/articles/176c3d36a9c0855d14d2d0abe45b9bbe

فلاح‌چای، س. (1374). بررسی اختلال خواندن و اختلال نوشتن در بین دانش‌آموزان ابتدایی. پایان‌نامه کارشناسی ارشد، روانشناسی عمومی، دانشگاه تربیت مدرس. https://ganj.irandoc.ac.ir/#/articles/a8d82ecdfa55fe6b2e35c85f557e357d

مقدسی، م.، شیبانی، ح. (1402). اثر توانبخشی گروهی به شیوه یکپارچگی حسی بر دستخط و دیکته نویسی دانش‌آموزان دارای اختلال یادگیری. دومین کنگره ملی مشاوره توانبخشی ایران. ] doi:10.22034/jmhs.2024.451519.1023]

موسوی، ز. (1398). مقایسه اثربخشی روش آموزش چند حسی فرنالد و دیویس بر خطاهای املایی دانش‌آموزان مبتلا به اختلال نوشتن دوره دوم ابتدایی شهر گلبهار. پایان‌نامه کارشناسی ارشد، موسسه آموزش عالی کاویان، گروه روانشناسی تربیتی. https://ganj.irandoc.ac.ir/#/articles/d213d8c51ff7b4dadb1122cb96c93556

مومنی، م (1402). بررسی اثربخشی توانبخشی شناختی مبتنی بر محتوی کتاب‌های پایه دوم مقطع ابتدایی بر بهبود آسیب‌های دیکته دانش‌آموزان. دومین کنگره ملی مشاوره توانبخشی ایران.  https://civilica.com/doc/2050740

نیکبخت ، ن.، کیخسروانی، م.، دیره، ع و پوالدی ریشهری، ع. (1403). مقایسه اثربخشی برنامه توانبخشیشناختی مبتنی برحافظه آیندهنگر 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

نظرزاده، ا. (1401). تأثیر تمرینات ریتمیک بادی پرکاشن بر توجه و مهارت نوشتن دختران مبتلا به اختلال نوشتن هشت تا نه سال. پایان‌نامه کارشناسی ارشد، دانشگاه فردوسی مشهد، دانشکده علوم ورزشی. https://ganj.irandoc.ac.ir/#/articles/f4b84f9a19bc26dbf878cb3679b72df3

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