اثربخشی برنامه ترکیبی مبتنی بر نظریه ذهن و روش فلورتایم بر مهارت‌های اجتماعی–ارتباطی، تنظیم هیجان و انعطاف‌پذیری رفتاری در کودکان مبتلا به اختلال طیف اوتیسم

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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

Bebko, J. M., Zapparoli, B. L., & Stevenson, R. A. (2020). A pupillometry study of multisensory social and linguistic processing in autism and typical development. Developmental Psychology, 56(11), 2080. https://doi.org/10.1037/dev0001090

Bordini, D., Moya, A. C., Asevedo, G. R. D. C., Paula, C. S., Brunoni, D., Brentani, H., & Bagaiolo, L. (2024). Exploring the Acquisition of Social Communication Skills in Children with Autism: Preliminary Findings from Applied Behavior Analysis (ABA), Parent Training, and Video Modeling. Brain Sciences, 14(2), 172. https://doi.org/10.3390/brainsci14020172

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Giambona, P. J., Ding, Y., Cho, S.-J., Zhang, C., & Shen, Y. (2023). Parent Perceptions of the Effects of Early Intensive Behavioral Interventions for Children With Autism. Behavioral Sciences, 13(1), 45. https://doi.org/10.3390/bs13010045

Hellendoorn, A., Langstraat, I., Wijnroks, L., Buitelaar, J. K., van Daalen, E., & Leseman, P. P. (2014). The relationship between atypical visual processing and social skills in young children with autism. Research in Developmental Disabilities, 35(2), 423-428. https://doi.org/10.1016/j.ridd.2013.11.012

Hillman, H. (2018). Child-centered play therapy as an intervention for children with autism: A literature review. International Journal of Play Therapy, 27(4), 198. https://doi.org/10.1037/pla0000083

Karna, W., & Stefaniuk, I. (2024). The Influence of Peer Relationships on the Social Development of Children with Autism Spectrum Disorder. Iranian Journal of Neurodevelopmental Disorders, 2(4), 10-18. https://doi.org/10.61838/kman.jndd.2.4.2

Martini, R., & Dionne, M. (2018). Strengthening the focus of autistic children with an environmental psychology approach. Creative City Design, 1(2), 15-19. http://oiccpress.com/crcd/article/view/7596

Masi, A., Azim, S. I., Khan, F., Karlov, L., & Eapen, V. (2022). Dissemination of Early Intervention Program for Preschool Children on the Autism Spectrum into Community Settings: An Evaluation. International journal of environmental research and public health, 19(5), 2555. https://doi.org/10.3390/ijerph19052555

Mazzone, S., & Nader-Grosbois, N. (2017). How are parental reactions to children's emotions linked with Theory of Mind in children with Autism Spectrum Disorder? Research in Autism Spectrum Disorders, 40, 41-53. https://doi.org/10.1016/j.rasd.2017.05.003

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

Park, H. I., Park, H. Y., Yoo, E.-Y., & Han, A. (2020). Impact of Family-Centered Early Intervention in Infants With Autism Spectrum Disorder: A Single-Subject Design. Occupational Therapy International. https://doi.org/10.1155/2020/1427169

Pasco, G. (2018). The value of early intervention for children with autism. Paediatrics and Child Health, 28(8), 364-367. https://doi.org/10.1016/j.paed.2018.06.001

Rabiei, F., Ehteshamzadeh, P., Homaei, R., & Jayervand, H. (2024). Effectiveness of Play Therapy Based on Sensory Integration on Communication Skills, Social Interaction, Stereotyped Behaviors, and Motor Development in Boys with Autism Spectrum Disorder. J Child Ment Health, 10(4), 93-108. https://doi.org/10.61186/jcmh.10.4.8

Schroeder, K., Durrleman, S., Çokal, D., Delgado, A. S., Marin, A. M., & Hinzen, W. (2021). Relations between intentionality, theory of mind and complex syntax in autism spectrum conditions and typical development. Cognitive Development, 59, 101071. https://doi.org/10.1016/j.cogdev.2021.101071

Sharma, S. R., Gonda, X., & Tarazi, F. I. (2018). Autism spectrum disorder: Classification, diagnosis and therapy. Pharmacology & Therapeutics, 190, 91-104. https://doi.org/10.1016/j.pharmthera.2018.05.007

Shi, Z. M., Lin, G. H., & Xie, Q. (2016). Effects of music therapy on mood, language, behavior, and social skills in children with autism: A meta-analysis. Chinese Nursing Research, 3(3), 137-141. https://doi.org/10.1016/j.cnre.2016.06.018

Van Herwegen, J., Smith, T. J., & Dimitriou, D. (2015). Exploring different explanations for performance on a theory of mind task in Williams syndrome and autism using eye movements. Research in Developmental Disabilities, 45, 202-209. https://doi.org/10.1016/j.ridd.2015.07.024

Vivanti, G., Bent, C. A., Capes, K., Upson, S., Hudry, K., Dissanayake, C., & Team, T. V. A. (2022). Characteristics of Children on the Autism Spectrum Who Benefit the Most From Receiving Intervention in Inclusive Versus Specialised Early Childhood Education Settings. Autism Research, 15(11), 2200-2209. https://doi.org/10.1002/aur.2815

Wen, L., & Wu, Z. (2025). The impact of sensory integration based sports training on motor and social skill development in children with autism spectrum disorder. Sci Rep, 15(1), 19974. https://doi.org/10.1038/s41598-025-05393-3