اثربخشی‌آموزش ادراکی‌حرکتی بر اختلال‌ریاضی و اضطراب امتحان در دانش‌آموزان دبستانی دارای اختلال‌یادگیری شهر تهران

عباس‌زاده، مهتاب، پویامنش، جعفر و امیری مجد، مجتبی. (1394). اثر‌بخشی موسیقی ‌درمانی در بهبود عملکرد خواندن و نوشتن دانش‌آموزان با اختلال یادگیری. مجله مطالعات ناتوانی، 5(11)، 315-307.

References

Afeli, A. S. (2019). Academic accommodation strategies for pharmacy students with learning disabilities: What else can be done? Currents in Pharmacy Teaching and Learning, 11(8), 751-756.

Amani, Fatemeh. (1392). Comparison of visual memory, visual-spatial perception and visual-motor abilities of children with math disabilities with normal children. Master Thesis, Semnan University - Faculty of Psychology and Educational Sciences, 2013..

American Psychiatric Association, The Fifth Guide to Diagnosis and Statistics of Mental Disorders, translated by FarzinRezaei, Ali Fakhraei, AtosaFarmand Ali Niloufari, Janet HashemiAzar, FarhadShamloo, Fourth Edition, April 2016.

Bonifacci, P., Tobia, V., Marra, V., Desideri, L., Baiocco, R., & Ottaviani, C. (2020). Rumination and Emotional Profile in Children with Specific Learning Disorders and Their Parents. International Journal of Environmental Research and Public Health, 17(2), 389.

Burton, B. N., & Baxter, M. F. (2019). The Effects of the Leisure Activity of Coloring on Post-Test Anxiety in Graduate Level Occupational Therapy Students. The Open Journal of Occupational Therapy, 7(1), 7.

Connolly, A. J. (1988). Keymath-revised: A diagnostic inventory of essential mathematics. Circle Pines, MN: American Guidance Service, P. 233

Darainy, M., Vahdat, S., &Ostry, D.J. (2013).Perceptual learning in sensorimotoradaptation.Journal of Neurophysiology, 110, 2152–2162.

Eysenck, M. W. & M. G. Calvo (1992), Anxiety and Performance: The Processing Efficiency Theory Cognition and Emotion 6, pp.409-434.

Holt, S., & Yuill, N. (2017). Tablets for two: How dual tablets can facilitate other-awareness and communication in learning disabled children with autism. International Journal of Child-Computer Interaction, 11, 72-82.‏

GhayourNajafabadi, M. HomayTalab, Reza Moammari, A. H. Rezaei, M. Hafiz, S. (2018) The effect of social and motor skills of children with autism. Children and Infants, 59, 5, 481-488

Janabadi, Hussein (1387). Evaluation of the effectiveness of Kepart, Fernald Vecina rehabilitation in the treatment of special learning disabilities (literacy) of third grade elementary students. Journal of Educational Psychology Studies, 5 (1), 15-26

Lametti, D.R., Nasir, S. M., &Ostry, D.J. (2012).Sensory preference in speech productionrevealed by simultaneous alteration of auditory and somatosensory feedback. Journalof Neuroscience, 32, 9351–9358

Maki, K. E. (2018). Response to Intervention for Specific Learning Disabilities Identification: The Impact of Graduate Preparation and Experience on Identification Consistency.School Psychology Forum; 12 (1): 6-16

Mihandoost, Z. (2011). The survey of Correlate Causes of Learning Disabilities Prevalence among Elementary Students”.Asian Social Science, 7(7): 12-18.

Moreau, D., Wiebels, K., Wilson, A. J., & Waldie, K. E. (2019). Volumetric and surface characteristics of gray matter in adult dyslexia and dyscalculia. Neuropsychologia, 127, 204-210

Owan, V. J., Bassey, B. A., & Etuk, I. S. (2020). Interactive effect of gender, test anxiety, and test items sequencing on academic performance of ss3 students in mathematics in calabar education zone, Cross River State, Nigeria. American Journal of Creative Education, 3(1), 21-31.‏

Piek J. P., Baynam G. B., Barrett N. C. (2006).The relationship between fine and gross motor ability, selfperceptions and self-worth in children and adolescents. Hum MovSci, 25(1): 65–75.

Pirzadi H, Ghobari-Bonab B, Shokoohi-Yekta M, Yaryari F, Hasanzadeh S, Sharifi A. (2012). The impact of teaching phonemic awareness by means of direct instruction on reading achievement of students with reading disorder.Bimonthly Audiology-Tehran University of Medical Sciences. 2012; 21(1): 83-93. [Persian]

Rolison, J. J., Morsanyi, K., & Peters, E. (2020). Understanding health risk comprehension: the role of math anxiety, subjective numeracy, and objective numeracy. Medical Decision Making, 40(2), 222-234.

Rosenkranz, K., &Rothwell, J.C. (2012).Modulation of proprioceptive integration in themotor cortex shapes human motor learning. Journal of Neuroscience, 32, 9000–9006.

Shahim, Sima (1383). Analysis of scale factors of social skills grading method for preschool children, Journal of Educational Sciences and Psychology, 11 (4-3) 58-45.

Simon, N. M., Hofmann, S. G., Rosenfield, D., Hoeppner, S. S., Hoge, E. A., Bui, E., & Khalsa, S. B. S. (2021). Efficacy of yoga vs cognitive behavioral therapy vs stress education for the treatment of generalized anxiety disorder: A randomized clinical trial. JAMA psychiatry, 78(1), 13-20.‏

Grassman, H. (2010). Learning disorder.Handbook of Clinical Child Psychiatry. USA. New York: Wiley

Vollmer & Gettinger, M. &Begeny, J. C. (2019). Training Preservice General Education Teachers in Response to Intervention: A Survey of Teacher Educators throughout the United States. Journal of Applied School Psychology; 35 (2): 122-145.

Wong, J. D., Kistemaker, D.A., Chin, A., Gribble, P.L. (2012).Can proprioceptive trainingimprove motor learning? Journal of Neuroscience, 108, 3313–3321

Wechsler, D. (2003). WISC-IV: Administration and scoring manual. A San Antonio: The psychological corporation.

 

 

 استناد به این مقاله: پاشا، رضا، مملکت دوست، فرح، طالب‌زاده شوشتری، مرضیه و بختیارپور، سعید. (1401). اثربخشی‌آموزش ادراکی‌حرکتی بر اختلال‌ریاضی و اضطراب امتحان در دانش‌آموزان دبستانی دارای اختلال‌یادگیری شهر تهران. فصلنامه روان‌شناسی تربیتی، 18(63)، 171-188.

 doi: 10.22054/jep.2023.66243.3574

 Educational Psychology is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.