اثربخشی توانبخشی روانی دوساهو و فلورتایم بر نظریه ذهن و تصویرسازی حرکتی دانش آموزان 10-6 سال مبتلا به اختلال طیف اوتیسم با عملکرد بالا

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Babaei, F., Abdollahi, M., Amini Gilvani, M., & Masoomifard, M. (2024). The Mediating Role of Theory of Mind in the Relationship Between Executive Functions and Marital Burnout Using Structural Equation Modeling and Artificial Neural Networks (SEM-ANN). International Journal of Education and Cognitive Sciences, 5(4), 62-73. https://doi.org/10.61838/kman.ijecs.5.4.7

Bayat, M. R. (2016). Comparison of the Effectiveness of Applied Behavior Analysis Training, Floortime-Based Play Therapy, and Their Combination in Improving Communication and Social Skills of Children with Autism Spectrum Disorders in Andimeshk Doctoral Dissertation, Faculty of Educational Sciences and Psychology, Shahid Chamran University of Ahvaz]. https://elmnet.ir/doc/10948611-35205

Bozkurt, A. (2024). The Relationship Between Giftedness and Sex and Children’s Theory of Mind Skills and Social Behavior. Children, 11(2), 253. https://doi.org/10.3390/children11020253

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Dahlgren, S., Sandberg, A. D., & Larsson, M. (2010). Theory of mind in children with severe speech and physical impairments. Research in Developmental Disabilities, 31(2), 617-624. https://doi.org/10.1016/j.ridd.2009.12.010

Diop, S., Turmes, L., Specht, C., Seehagen, S., Juckel, G., & Mavrogiorgou, P. (2022). Capacities for meta-cognition, social cognition, and alexithymia in postpartum depression. Psychiatry research, 309, 114430. https://doi.org/10.1016/j.psychres.2022.114430

Doskas, T., Vavougios, G. D., Karampetsou, P., Kormas, C., Synadinakis, E., Stavrogianni, K., & Vadikolias, Κ. (2021). Neurocognitive impairment and social cognition in multiple sclerosis. International Journal of Neuroscience, 1-16. https://doi.org/10.1080/00207454.2021.1879066

Ferguson, F. J., & Austin, E. J. (2010). Associations of trait and ability emotional intelligence with performance on Theory of Mind tasks in an adult sample. Personality and individual differences, 49, 414-418. https://doi.org/10.1016/j.paid.2010.04.009

Fisher, N., & Happe, F. (2005). A training study of Theory of Mind and executive function in children with autistic spectrum disorders. Journal of Autism and Developmental Disorders, 35(6), 757-771. https://doi.org/10.1007/s10803-005-0022-9

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Hua Feng, Y., Shuling, T., & Gwendolyn, C. (2008). The Effects of Theory-of-Mind and Social Skill Training on the Social Competence of a Sixth-Grade Student With Autism. Journal of Positive Behavior Interventions, 10(4), 228-233. https://doi.org/10.1177/1098300708319906

Huang, Y.-J., Chen, T.-T., & Tseng, H. H. (2023). Mentalizing in a Movie for the Assessment of Social Cognition (MASC) : The Validation in a Taiwanese Sample. https://doi.org/10.21203/rs.3.rs-2650269/v1

Kakojoybari, A. A., Shaghaghi, F., & Baradaran, M. (2013). Development of Social Cognition Based on Theory of Mind in Children. Social Cognition Journal, 1(2), 33-40. https://sc.journals.pnu.ac.ir/article_301.html?lang=en

Khodabakhshi, M., Malekpour, M., & Abedi, A. (2021). The impact of training based on theory of mind on mentalizing performance, emotion regulation, and executive functions in children with autism spectrum disorders. Iranian Journal of Clinical Psychiatry and Psychology, 21(2), 155-166. https://www.sid.ir/paper/16897/

Koch, C., & Hasbrouk, L. (2013). Exploring the Link between Physical Activity, Fitness and Cognitive Function. https://www.isbe.net/Documents_EPE/iphi-epetf-rpt0313.pdf

Kouklari, E.-C. (2023). Cross-Sectional Developmental Trajectories of Executive Function and Relations to Theory of Mind in Autism Spectrum Disorder. Journal of Pediatric Neuropsychology, 9(3), 157-174. https://doi.org/10.1007/s40817-023-00148-2

Krämer, K., Vetter, A., Schultz-Venrath, U., Vogeley, K., & Reul, S. (2021). Mentalization-Based Treatment in Groups for Adults With Autism Spectrum Disorder [Brief Research Report]. Frontiers in psychology, 12. https://doi.org/10.3389/fpsyg.2021.708557

Lackner, C. L., Bowman, L. C., & Sabbagh, M. A. (2010). Dopaminergic functioning and preschoolers' theory of mind. Neuropsychologia, 48(6), 1767-1774. https://doi.org/10.1016/j.neuropsychologia.2010.02.027

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Livingston, L. A., Carr, B., & Shah, P. (2019). Recent advances and new directions in measuring theory of mind in autistic adults. Journal of Autism and Developmental Disorders, 49(4), 1738-1744. https://doi.org/10.1007/s10803-018-3823-3

Mansouri, M., Chelbanlou, G., Maleki Rad, A., & Mosaddad, A. A. (2010). Comparison of Factors Affecting the Development of Theory of Mind Levels in Children with Autism and Typically Developing Children. Journal of Medical Sciences, Arak University of Medical Sciences, 13(4), 115-125. http://jams.arakmu.ac.ir/browse.php?a_id=618&sid=1&slc_lang=en

Maoz, H., Gvirts, H. Z., Sheffer, M., & Bloch, Y. (2019). Theory of Mind and empathy in children with ADHD. Journal of Attention Disorders, 23(11), 1331-1338. https://doi.org/10.1177/1087054717710766

Nejati, V. (2023). Remediation of Theory of Mind in Children With Autism Spectrum Disorders: Effectiveness and Transferability of Training Effects to Behavioral Symptoms. Clinical Child Psychology and Psychiatry, 29(1), 259-273. https://doi.org/10.1177/13591045231208580

Öztop, F., Bilač, S., & Kutuk, Y. (2024). Improving Empathy and Peer Relationships in Adolescents: A Social Cognition Training Approach. International Journal of Education and Cognitive Sciences, 5(2), 23-30. https://doi.org/10.61838/kman.ijeas.5.2.4

Peterson, C. (2014). Theory of mind understanding and empathic behavior in children with autism spectrum disorders. International Journal of Developmental Neuroscience, 39, 16-21. https://doi.org/10.1016/j.ijdevneu.2014.05.002

Quesque, F., & Rossetti, Y. (2020). What do theory-of-mind tasks actually measure? Theory and practice. Perspectives on Psychological Science, 15(2), 384-396. https://doi.org/10.1177/1745691619896607

Razza, R. A., & Blair, C. (2009). Association among false-belief understanding, executive function, and social competence: A longitudinal analysis. Journal of Applied Developmental Psychology, 30(3), 332-343. https://doi.org/10.1016/j.appdev.2008.12.020

Rueda, P., & Schonert‐Reichl, K. A. (2014). Empathic Abilities and Theory of Mind in Adolescents With Asperger Syndrome: Insights From the Twenty-First Century. Review Journal of Autism and Developmental Disorders, 1(4), 327-343. https://doi.org/10.1007/s40489-014-0026-5

Salehi Kamroodi, M., Ahmadi, A. A., & Soleimani, M. (2022). The effectiveness of child-centered play therapy on the theory of mind in children with autism spectrum disorder. Early Childhood Health and Education Quarterly, 3(1), 141-129. http://jeche.ir/browse.php?a_id=64&sid=1&slc_lang=en

Schulte, M., Trujillo, N., Rodríguez-Villagra, O. A., Salas, N., Ibañez, A., & Carriedo, N. (2022). The role of executive functions, social cognition and intelligence in predicting social adaptation of vulnerable populations. Scientific reports, 12(1), 18693-186103. https://doi.org/10.1038/s41598-022-21985-9

Seiler, B. D., Newman-Norlund, R. D., & Monsma, E. V. (2017). Interindividual neural differences in movement imagery abilities. Psychology of Sport and Exercise, 30, 153-163. https://doi.org/10.1016/j.psychsport.2017.02.007

Tager-Flusberg, H., & Joseph, R. M. (2005). How language facilitates the development of theory of mind in children with autism. Developmental Psychology, 41(1), 45-55. https://psycnet.apa.org/record/2005-12116-014

Tsolakopoulos, D. (2023). Exploring Pragmatic Deficits in Relation to Theory of Mind and Executive Functions: Evidence From Individuals With Right Hemisphere Stroke. Brain Sciences, 13(10), 1385. https://doi.org/10.3390/brainsci13101385

Williams, D., & Happé, F. (2021). The impact of theory of mind training on social interactions in children with autism spectrum disorder: A systematic review. Autism Research, 14(2), 123-137.