ابراهیمی، ا. (1400). طراحی برنامه آموزش حل مسائل کلامی مبتنی بر طرحواره و ارزیابی اثربخشی آن بر کارکردهای اجرایی و عملکرد ریاضی دانش‌آموزان دارای اختلال یادگیری ویژه با آسیب ریاضی.
رسالۀ دکتری روانشناسی تربیتی، دانشکدۀ روانشناسی و علوم تربیتی، دانشگاه تبریز.
https://thesis.tabrizu.ac.ir/upload/HTMLs/419040.html
بدری، ر.، نعمتی، ش.، هاشمی، ت.، و ابراهیمی، ا. (1400). آموزش مبتنی بر طرحواره؛ رویکردی مؤثر در حل مسائل کلامی در دانش‌آموزان دارای اختلال یادگیری خاص: مطالعۀ مروری.
مجلۀ علمی پژوهان. 19(3)، 64-56.
http://psj.umsha.ac.ir/article-1-726-fa.html
دازی، س.، کدیور، پ.، عبداللهی، م. ح.، و حسن‌آبادی، ح. ر. (1396). کاربرد آموزش بسط طرحواره برای ترمیم آسیب‌های حل مسئله داستانی دانش‌آموزان دارای اختلال ریاضی در پایه دوم ابتدایی
. فصلنامۀ کودکان استثنایی. 17(4)، 128-113.
http://joec.ir/article-1-399-fa.html
عبدالمحمدی، ک.، علیزاده، ح.، غدیری صورمان‌آبادی، ف.، طیبلی، م.، و فتحی، آ. ا. (1396). بررسی ویژگی‌های روان‌سنجی پرسشنامۀ درجه‌بندی رفتاری کارکردهای اجرایی (بریف) در کودکان 6 تا 12 سال.
فصلنامۀ اندازه‌گیری تربیتی. 8(30)، 151-135.
https://doi.org/10.22054/jem.2018.24457.1596
فرید، ف.، کامکاری، ک.، صفاری‌نیا، م.، و افروز، س. (1393). مقایسۀ روایی تشخیصی نسخۀ نوین هوش‌آزمای تهران ـ استانفورد بینه و نسخۀ چهارم مقیاس هوش وکسلر کودکان در ناتوانی یادگیری.
مجلۀ ناتوانی‌های یادگیری. 4(2)، 83-70.
https://jld.uma.ac.ir/article_262.html
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