اثربخشی برنامه اوقات فراغت عرش بر حافظه کاری، ظرفیت شناختی و مهارت‌های ارتباطی دانش‌آموزان کم‌توان ذهنی

ارجمندنیا، ع. ا. (1396). مجموعه آزمون حافظه کاری برای کودکان (حاف بک). تهران: انتشارات رشد فرهنگ. 

ارجمندنیا، ع. ا؛ شریفی، ع؛ و رستمی، ر. (1393). اثربخشی برنامه تمرین رایانه‌ای بر عملکرد حافظه کاری دیداری فضایی دانش‌آموزان با مشکلات ریاضی. مجله ناتوانی‌های یادگیری، 3(4)، 6-24.

افروز، غ. ع. (1394). روان‌شناسی ازدواج و شکوه همسری (چاپ سوم). تهران: انتشارات دانشگاه تهران.

افروز، غ. ع. (1392). روان‌شناسی و توان‌بخشی کودکان آهسته‌گام (چاپ یازدهم). تهران: انتشارات دانشگاه تهران.

آقامحمدی، س. ن؛ ارجمندنیا، ع. ا؛ و غباری‌بناب، ب. (1393). بررسی تاثیر آموزش آگاهی واج‌شناختی بر عملکرد حلقه واج‌شناختی حافظه کاری در دانش‌آموزان دارای مشکلات خواندن. فصلنامه کودکان استثنایی، 14(4)، 47-58.

شریفی، ط؛ و ربیعی، م. (1391). کاربرد چهارمین ویرایش آزمون هوشی وکسلر کودکان در تشخیص اختلال زبان نوشتاری و ریاضی. مجله ناتوانی‌های یادگیری، 2(2)، 59-75.

گال، م؛ بورگ، و؛ و گال، ج. (1382). روش‌های تحقیق کمی و کیفی در علوم تربیتی و روان‌شناسی، ترجمه احمدرضا نصر و همکاران. چاپ اول. تهران: انتشارات سمت. (تاریخ انتشار به زبان اصلی، 2003).

عاشوری، م؛ و جلیل‌آبکنار، س. س. (1395). دانش‌آموزان با نیازهای ویژه و آموزش فراگیر (چاپ اول). تهران: انتشارات رشد فرهنگ. 

مشفقی، س. (1391). اوقاتفراغتکودکانباکم‌توانیذهنی. مجله تعلیم و تربیت استثنایی، 113، 52-56.

مقیمی، س. م. (1390). سازمان و مدیریت: رویکردی پژوهشی (چاپ هشتم). تهران: انتشارات ترمه.

Alloway, T. P., Bibile, V., & Lau, G. (2013). Computerized working memory training: Can it lead to gains in cognitive skills in students? Computers in Human Behavior, 29 (3), 632-638.

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th Ed.). Washington, DC: Author.

Bakkervan, BJ., Gijssel, E. J, Lucassen, PL., Olde Hartman, T. C, van Son, L., Assendelft, W. J, van Schrojenstein, L.,Valka, H. M. J. (2017). Health assessment instruments for people with intellectual disabilities: A systematic review. Research in Developmental Disabilities, 64, 12-24.

Baldwin, E. (2012). Promoting meaningful participation in leisure activities for adults with intellectual disabilities in supported residential living.

Bennett, S. J., Holmes, J., & Buckley, S. (2013). Computerized memory training leads to sustained improvement in visuo-spatual short-term memory skills in children with Down syndrome. American Journal on intellectual and Developmental Disabilities, 118(3), 179-192.

Bigby, C., & Craig, D. (2017). A case study of an intentional friendship between a volunteer and adult with severe intellectual disability: “My life is a lot richer!” Journal of Intellectual & Developmental Disability, 42(2), 180-189.

Bourke-Taylor, H. M., & Pallant, J. F. (2013). The assistance to participate scale to measure play and leisure support for children with developmental disability: update following Rasch analysis. Child: Care, Health & Development, 39(4), 544-551.

Bulgan, C., & Ciftci, A. (2017). Psychological adaptation, marital satisfaction, and academic self-efficacy of international students. Journal of International Students, 7(3), 687-702.

Chapman, T., Snell, M. (2011). Promoting turn-taking skills in preschool children with disabilities: The effects of a peer-based social communication intervention. Early Children Research Q, 26, 303-319.

Dahlin, K. I. E. (2011). Effects of working memory training on reading in children with special needs. Journal of Reading and Writing, 24(2), 479-491.

Dahlin, k. I. E. (2013). Working memory training and the effect on mathematical achievement in children with attention deficits and special needs. Journal of Education and Learning, 2 (1), 118-133.

Dagenais, E., Rouleau, I., Tremblay, A., Demers, M., Roger, É, Jobin, C., & Duquette, P. (2016). Role of executive functions in prospective memory in multiple sclerosis: Impact of the strength of cueaction association. Journal of Clinical and Experimental Neuropsychology, 38(1), 127-140.

Dolva, A. S., Kleiven, J., & Kollstad, M. (2014). Actual leisure participation of Norwegian adolescents with Down syndrome. Journal of Intellectual Disabilities, 18, 159-175.

Eratay E. (2013). Effectiveness of leisure time activities program on social skills and behavioral problems in individuals with intellectual disabilities. Educational Research and Reviews, 8(16), 14-37 

Esbjørn, B.H., Normann, N., Christiansen, B.M., Reinholdt-Dunne, M.L. (2018). The efficacy of group metacognitive therapy for children (MCT-c) with generalized anxiety disorder: An open trial. Journal of Anxiety Disorders, 53, 16-21.

Feeley, K. & Jones, E. (2007). Strategies to address challenging behaviour in young children with Down syndrome. Down syndrome Research and Practice Advance Online Publication, 81, 11, 19-30.

Giagazoglou, P., Arabatzi, F., Dipla, K., Liga, M., & Kellis, E. (2012). Effect of a hippo therapy intervention program on static balance and strength in adolescents with intellectual disabilities. Research inDevelopmental Disabilities, 33, 2265-2270. 

Gohel, M., Mukherjee, S., Choudhary, S.K. (2011). Psychosocial impact on the parents of mentally retarded children in Anand District.Healthline Journal; 2(2), 62-66.

Gow, A. J., Avlund, K., & Mortensen, E. L. (2014) Leisure activity associated with cognitive ability level, but not cognitive change. Frontiers in Psychology, 5, 68-79.

Hallahan, D. P., Kauffman, J. M., & Pullen, P. C. (2015). Exceptional learners. Pearson/Allyn and Bacon.

Hogg, J., & Cavet, J. (2013). Making leisure provision for people with profound learning and multiple disabilities. Springer.

Harris, L., McGarty, A. M., Hilgenkamp, T., Mitchell, F., & Melville, C. A. (2018). Correlates of objectively measured sedentary time in adults with intellectual disabilities. Preventive Medicine Reports, 9, 12-17.

Hoshina, A., Horie, R., Giannopulu, I., & Sugaya, M. (2017). Measurement of the effect of digital play therapy using biological information. Procedia Computer Science, 112, 1570-1579.

Johnson, H., Bigby, C., Iacono, T., Douglas, J., Katthagen S., & Bould, E. (2017). Increasing day service staff capacity to facilitate positive relationships with people with severe intellectual disability: Evaluation of a new intervention using multiple baseline design, Journal of Intellectual & Developmental Disability, 42(4), 391-402.

Kirk, S., Gallagher, G., & Coleman, M. R. (2015). Educating Exceptional Children (14th Ed). Cengage Learning, Printed in the United States of America.

Kollstad, A. M., Anne-Stine Dolva, A. S., & Kleiven, J. (2015). Independent and supported physical leisure activities of adolescents with Down syndrome. Ergoterapeuten.

Kreiner, J., & Flexer, R. (2009). Assessment of leisure preferences for students with severe developmental disabilities and communicatrion difficulties. Education and Training in Developmental Disabilities, 44(2), 280-288. 

Mansell, J. (2012). Active support: enabling and empowering people with intellectual disabilities. Philadelphia: Jessica Kingsley Publishers.

Oates, A., Bebbington, A., Bourke, J., Girdler, S., & Leonard, H. (2011). Leisure participation for school-aged children with Down syndrome. Disability and Rehabilitation, 33, 1880-1889.

Oconnor, B., Spencer, F. H., & Patton, W. (2003). The role of working memory in relation to cognitive functioning in children. Aust J Psychol, 55, 213.

Pagán-Rodríguez R. (2014). How do disabled individuals spend their leisure time? Disability and health journal, 30, 7(2), 196-205.

Patterson, I., & Pegg, Sh. (2009). Serious leisure and people with intellectual disabilities: benefits and opportunities. Leisure Studies, 28(4), 387-402.

Patterson, I. R. (2001). Serious leisure as a positive contributor to social inclusion for people with disabilities. World Leisure Journal, 3, 16-24.

Pérez-Martín, M. Y., González-Platas, M., Eguíadel Rio, P., Croissier-Elías, C., & Jiménez Sosa, A. (2017). Efficacy of a short cognitive training program in patients with multiple sclerosis. Neuropsychiatric Disease and Treatment, 13, 245-252. 

Peterson, J. J., Andrew, Peterson, N., Lowe, J. B., & Nothwehr, F. K. (2009).  Promoting leisure physical activity participation among adults with intellectual disabilities: validation of self-efficacy and social support scales. Journal of Applied Research in Intellectual Disabilities, 22(5), 487-497.

Pickering, S., & Gathercole, S. (2001). Working memory test battery for children (WMTB-C) manual.  London: Psychological Corporation.

Rendi, W.L. (2013). Exceptional children: An introduction to special education. (8^th edition). Upper Saddle River, NJ: Merril/ Prentice Hall.

Santomauro, D., Sheffield, J., & Sofronoff, K. (2017) Investigations into emotion regulation difficulties among adolescents and young adults with autism spectrum disorder: A qualitative study, Journal of Intellectual & Developmental Disability, 42(3), 275-284.

Schuchardt, K., Gebhardt, M., & Maehler, C. (2010). Working memory functions in children with different dgrees of intellectual disability. Journal of Intellectual Disability Research, 54(4), 346-353. 

Söderqvist, S., Nutley, S. B., Ottersen, J., Grill, K.M., & Klingberg, T. (2012). Computerized training of non-verbal reasoning and working memory in children with intellectual disability. Frontiers in Human Neuroscience, 6, 1-8.

Top, E. (2015). The effect of swimming exercise on motor development level in adolescents with intellectual disabilities.  American Journal of Sports Science and Medicine, 3(5), 85-89.

Van der Molen, M. J., Van Luit, J. E. H., Van der Molen, M.W.  Klugkist, I., & Jongmans, M. J. (2010). Effectiveness of computerized working memory training in adolescents with mild to borderline. Journal of Intellectual Disability Research, 54(5), 433-447.

Yavari, Y., Aroufzad, S., Dehkordi, F. K., & Rabieezadeh, A. (2014). Factors affecting students› leisure time spending ways in special schools with emphasis on physical activity. International Journal of Sport Studies, 4(12), 1505-1512.