برنامه پاسخ به مداخله از نوع سوم یادگیری اجتماعی هیجانی بر مشکلات رفتاری، ناگویی خلقی، پیوند مدرسه و تنظیم هیجانی: رویکردی سنتزپژوهانه

 

 

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References [In Persian]

Badri, R., Fathi, E., Mirnasab, M., & Ehrari, G. (2016). The Effect of Integrative Social and Emotional Learning Program on Students' Psycho-social Competencies. Educational researches, 11(48), 1-20.

Jabarzadeh Chaharbrod, M., Beyrami, M., Nokhestin Goldost, A., & HAshemi, T. (2023). The Effectiveness of Self-instruction training on Executive Functions and Cognitive Inhibition of Students with Special Learning Disorder. Journal of Educational Psychology Studies. doi: 10.22111/jeps.2023.7532

Pirzadi, H. & sharifi-ardani, A. ()2016.Attachment Theory and Socioemotional Problems in Students with Learning Disorder: Theoretical Explanation and Clinical Applications. J Except Educ, 1 (138), 47-56 URL: http://exceptionaleducation.ir/article-1-760-fa.html

Rezaei Sharif, A., Hejazi, E., Gazi Tabatabaei, M., & Ejei, J. (2014). Developing and preparation of school bonding questionnaire (SBQ) in students. Journal of School Psychology, 3(1), 55-67. doi: jsp-3-1-93-3-4

Sadri Damirchi, A. & Esmaili Ghazivaloii, F. (2016). Effectiveness of social- emotional skills training on cognitive emotion regulation and social skills in children with learning disabilities. Journal of Learning Disabilities, 5(4), 59-86.

Shojaee, S. & Rostami, S. (2017). The Model of Response to Intervention for Students with Special Needs. J Except Educ, 3 (146):51-56. URL: http://exceptionaleducation.ir/article-1-1081-fa.html

Vismeh, M., Esteki, M., Mirzakhani Araghi, N. (2023). The Comparison of the Effectiveness of Executive Functions Training Based on Computer Games and Sensory Integration on Students’ Dyslexia Symptoms. Journal of Psychology of Exceptional Individuals, 13(49), 143-172. doi: 10.22054/JPE.2022.62970.2366.