بررسی اثربخشی آموزش عملکردهای اجرایی بر خودتنظیمی هیجانی در نوجوانان 14 تا 20 ساله دارای ناتوانی هوشی تحولی

Babiak, O. (2020). Communication Peculiarities of Adolescents with Mental Retardation in Student Group. Journal La Edusci, 1(3), 17. https://doi.org/10.37899/journallaedusci.v1i3.183

Baragash, R. S., Al -Samarraie, H., & Zaqout, F. (2022). Augmented Reality and Functional Skills Acquisition Among Individuals With Special Needs: A Meta -Analysis of Group Design Studies. Journal of Special Education Technology, 37(1), 74-81. https://doi.org/10.1177/0162643420910413

Bauer, V., Bouchara, T., Duris, O., Labossière, C., Clément, M. N., & Bourdot, P. (2023). Head -mounted augmented reality to support reassurance and social interaction for autistic children with severe learning disabilities. Front. Virtual Real, 4, 1106061. https://doi.org/10.3389/frvir.2023.1106061

Carretti, B., Meneghetti, C., Doerr, E., Toffalini, E., & Lanfranchi, S. (2022). Developmental trajectories of spatial-sequential and spatial-simultaneous working memory in Down syndrome. Journal of Intellectual Disability Research, 66, 81-93. https://doi.org/10.1111/jir.12904

Chiappini, M., Dei, C., Micheletti, E., & Storm, F. A. (2024). High -Functioning Autism and Virtual Reality Applications: A Scoping Review. Applied Sciences, 14(7), 3132. https://doi.org/10.3390/app14073132

Chin, E. C. H., Williams, M. W., Taylor, J. E., & Harvey, S. T. (2017). The influence of negative affect on test anxiety and academic performance: an examination of the tripartite model of emotions. Learn Individ Differ, 54, 1-8. https://doi.org/10.1016/j.lindif.2017.01.002

Demirhan, E., Randler, C., & Horzum, M. B. (2017). Is problematic mobile phone use explained by chronotype and personality? Chronobiology International, 33(7), 821-831. https://doi.org/10.3109/07420528.2016.1171232

Diaz-Morales, J. F., & Escribano, C. (2016). Consequences of adolescent's evening preference on psychological functioning: A review. Anales de Psicología, 30(3), 1096-1104. https://psycnet.apa.org/record/2014-40212-034

Fidler, D. J., & Lanfranchi, S. (2022). Executive function and intellectual disability: Innovations, methods and treatment. Journal of Intellectual Disability Research, 66(1-2), 1-8. https://doi.org/10.1111/jir.12906

Ganson, K. T., Testa, A., Rodgers, R. F., Jackson, D. B., & Nagata, J. M. (2024). Relationships Between Violent Sexual Victimization and Muscle‐Building Exercise among Adolescents from the 2019 Youth Risk Behavior Survey. Journal of School Health, 94(2), 158-164. https://doi.org/10.1111/josh.13395

Hashemi Razini, H., & Karampour, M. (2015). The effectiveness of executive functions training on social and communication skills of children with autism spectrum disorder. Clinical Psychology Studies, 6(20), 161-185. https://jcps.atu.ac.ir/article_1868.html?lang=en

Hong, Y. (2025). Children's executive functions predict emotion regulation preferences. Cognition and Emotion, 39(6), 1312–1328. https://doi.org/10.1080/02699931.2024.2438078

Howard, J., Herold, B., Major, S., Leahy, C., Ramseur, K., Franz, L., Deaver, M., Vermeer, S., Carpenter, K. L. H., Murias, M., Huang, W. A., & Dawson, G. (2023). Associations between executive function and attention abilities and language and social communication skills in young autistic children. Autism, 13623613231154310. https://doi.org/10.1177/13623613231154310

Hutchison, S. M., Müller, U., & Iarocci, G. (2020). Parent reports of executive function associated with functional communication and conversational skills among school age children with and without autism spectrum disorder. Journal of Autism and Developmental Disorders, 50, 2019-2029. https://doi.org/10.1007/s10803-019-03958-6

Lara, M. H., Caro, K., & Martínez-García, A. I. (2023). Technology for supporting emotion regulation of individuals with developmental disabilities: A scoping review. Research in Developmental Disabilities, 136, 104467. https://doi.org/10.1016/j.ridd.2023.104467

Lian, X., Sunar, M. S. H., Lian, Q., & Mokhtar, M. K. H. (2023). Evaluating user interface of a mobile augmented reality coloring application for children with autism: An eye -tracking investigation. International Journal of Human -Computer Studies, 178, 103085. https://doi.org/10.1016/j.ijhcs.2023.103085

Majavar, S., Arjmandnia, A. A., Shokoohi Yekta, M., Ghobari Bonab, B., & Jafarkhani, F. (2024). The effectiveness of an executive functions training program using augmented reality on communication skills of children with high-functioning autism spectrum disorder. Journal of Psychology and Psychiatry Cognition, 11(6), 1-17. https://doi.org/10.32598/shenakht.11.6.1

Mohammed, A. R., Kosonogov, V., & Lyusin, D. (2022). Is emotion regulation impacted by executive functions? An experimental study. Scand J Psychol, 63(3), 182-190. https://doi.org/10.1111/sjop.12804

Northrup, J. B. (2025). Improving Emotion Regulation and Executive Function in At-Risk Adolescents via VR. Applied Sciences, 15(3), 1223. https://doi.org/10.3390/app15031223

Pasqualotto, A., Mazzoni, N., Bentenuto, A., Mulè, A., Benso, F., & Venuti, P. (2021). Effects of Cognitive Training Programs on Executive Function in Children and Adolescents with Autism Spectrum Disorder: A Systematic Review. Brain Sciences, 11(10), 1280. https://doi.org/10.3390/brainsci11101280

Rachma, A., & Hendrawan, D. (2025). Pathway Linking Executive Function Problems and Non-Suicidal Self-Injury Among Adolescents: The Mediating Role of Emotion Dysregulation. Psikohumaniora Jurnal Penelitian Psikologi, 10(1), 43-58. https://doi.org/10.21580/pjpp.v10i1.23353

Sabzi, R., Mihandoost, Z., Nademi, A., & Parandin, S. (2023). Investigating the effectiveness of executive functions training on emotional self-regulation ability and test anxiety in female students with mathematical learning disabilities. Journal of Disability Studies, 13. https://jdisabilstud.org/article-1-2833-en.pdf

Sahi, R. S., Eisenberger, N. I., & Silvers, J. A. (2023). Peer facilitation of emotion regulation in adolescence. Developmental Cognitive Neuroscience, 101262. https://doi.org/10.1016/j.dcn.2023.101262

Santegoeds, E., van der Schoot, E., Roording-Ragetlie, S., Klip, H., & Rommelse, N. (2022). Neurocognitive functioning of children with mild to borderline intellectual disabilities and psychiatric disorders: profile characteristics and predictors of behavioural problems. Journal of Intellectual Disability Research, 66, 162-177. https://doi.org/10.1111/jir.12874

Sargolzae, M., Jenaabadi, H., & Arab, A. (2018). Effectiveness of problem-solving metacognitive training and excitement regulation on emotional processing, impulsivity and sensuality of students with specific learning disorder (malfunctioning in mathematics). Journal of Learning Disabilities, 7(4), 42-67. https://jld.uma.ac.ir/m/article_681.html?lang=en

Schworer, E., Fidler, D. J., Kaur, M., Needham, A. W., Prince, M. A., & Daunhauer, L. A. (2022). Infant precursors of executive function in Down syndrome. Journal of Intellectual Disability Research, 66, 108-120. https://doi.org/10.1111/jir.12824

Seymour, K. E. (2025). Emotion regulation beyond executive dysfunction in adolescents. Child and adolescent psychiatry and mental health, 19, 12. https://doi.org/10.1186/s13034-025-00898-1

Smith, M., Manduchi, B., Burke, É., Carroll, R., McCallion, P., & McCarron, M. (2020). Communication difficulties in adults with Intellectual Disability: Results from a national cross sectional study. Research in Developmental Disabilities, 97, 103557. https://doi.org/10.1016/j.ridd.2019.103557

Spaniol, M., & Danielsson, H. (2022). A meta-analysis of the executive function components inhibition, shifting, and attention in intellectual disabilities. Journal of Intellectual Disability Research, 66, 9-31. https://doi.org/10.1111/jir.12878

Tamir, M., Vishkin, A., & Gutentag, T. (2020). Emotion regulation is motivated. Emotion, 20(1), 115-119. https://doi.org/10.1037/emo0000635

Venkatasubramanian, K., & Ranalli, T. M. (2022). Designing Post-Trauma Self Regulation Apps for People with Intellectual and Developmental Disabilities. https://doi.org/10.1145/3517428.3544798

Yi Baamer, M. (2025). Symptoms of attention deficit hyperactivity disorder and emotional behavioral problems: The mediating effect of executive function. Applied Neuropsychology: Child, 1-7. https://doi.org/10.1080/21622965.2025.2485418