AghaYousefi, A., & Alipour, A. (2010). The effect of music with rhythmic movements on the aggression of children with moderate mental disabilities intensified. Journal of Exceptional Children, 10(4), 55-61. [in Persian]
Ahmadi, A. (2018). Comparison of the effectiveness of story therapy, play therapy, flower therapy in reducing anxiety in preschool children in Hamadan. Master Thesis, Payame Noor University of Hamadan. [in Persian]
American Association on Mental Retardation. (2002). Mental retardation: Definition, classification, and systems of supports (10thed) (Translated by BehPajooh, A., & Hashemi, H.). Tehran: Tehran University Publications. (in Persian).
American Psychiatric Association (2015). Diagnostic and statistical guide to mental disorders. (Translated by Rezaei et al.). [in Persian]
Amiri, H., & Amirian, K. (2016). The effectiveness of painting therapy in reducing attention deficit-hyperactivity disorder in children with educable mental retardation. Nasim Tandrasti Quarterly, 5(2), 1-8. [in Persian]
Ashuri, M., & Abedi, A. (2020). Meta-analysis of the effect of interventions based on play therapy on adaptive behavior of mentally retarded children. Child Mental Health, 7(1), 94-105. [in Persian]
Ashuri, M., & Yazdanipour, M. (2018). The effect of group play therapy training on cognitive-behavioral performance on social skills of students with mental retardation. Rehabilitation, 19(3), 17-21. [in Persian]
Atai, F., Ahmadi, A., Kiamanesh, A., & Seif, A. (2019). The effectiveness of training in daring skills, increasing academic motivation and reducing students’ Internet addiction. Family And Research Quarterly, 1(46), 46-56. [in Persian]
Azhdari, A., & Mostafaei, A. (2018). The effectiveness of story therapy on social adjustment of girls with educable mental disabilities. Sixth Scientific Conference on Educational Sciences and Psychology of Social and Cultural Injuries in Iran, Tehran. [in Persian]
Benjamin, A. J. (2016). Aggression. In: Friedman H.S., (ed.), Encyclopedia of mental health (Second Edition). Oxford: Academic Press, 33–39.
Berimani, S., Asadi, J., & Khajvand, A. (2020). The effectiveness of play therapy on social adjustment and communication skills of deaf children. Rehabilitation, 19(3), 221-230. [in Persian]
Bettelheim, B. (2020). The enchantment of legends (translated by Akhtar Shariatzadeh). Tehran: Hermes. [in Persian]
Coie, D. C., & Dodge, K. A. (1998). Aggression and anti-social behavior (5th edition), In Damon W., & Eisenberg, N. (Eds.), Handbook of child psychology: Social, emotional and personality development (Vol.3, p.14 ). New York. Wily.
Daan, H. G., Hulsmans, R. O., Esmee, P., Schijven, E., & Poelen, A. P. (2021). Exploring the role of emotional and behavioral problems in a personality-targeted prevention program for substance use in adolescents and young adults with intellectual disability. Research in Developmental Disabilities, 109(2), 13-21.
Dabirian, M., & Heidari Sharaf, P. (2019). The effectiveness of story therapy on reducing anxiety and improving social panic in children with mental retardation in Kermanshah. Quarterly Journal of Neuropsychological Strategies and Educational Sciences, 2(4), 1-11. [in Persian]
Damavandi, D., Dartaj, Z., Ghanbari, F., Hashemabadi, B., & Delavar, A. (2019). The effectiveness of story therapy based on daily executive actions on improving cognitive emotion regulation in children with attention deficit/hyperactivity disorder. Psychological Sciences, 19(90), 787-797. [in Persian]
Daniel, S. (2019). Engaging the feedforward qualities of communicative musicality in play therapy with children with autism. The Arts in Psychotherapy, 65, 71-82.
Dortaj, F., & Ardid, S. (2018). Comparison of attachment style, loneliness and courage of adolescents victims of bullying with normal adolescents in junior high school. Journal of School Psychology, 11, 56-64. [in Persian]
Druz, A. (2010). Combining play therapy with cognitive behavioral therapy. (Translated by Ghazal Ramezani). Tehran: Nashrvania.
Erickson, M. (2019). The role of story in changing life and personality (story therapy). (Translated by Mehdi Qaracheh Daghi). Tehran: Circle. [in Persian]
Fallahi, W., & Karimi, P. (2016). The effectiveness of story therapy on improving communication skills and social interactions in children with autism. Journal of Applied Psychological Research, 7(2), 81-104. [in Persian]
Gambrill, D. E, & Richey, A. C. (1975). An assertion inventory for use in assessment and behavior therapy. Research, 6, 555-565
Gasemzadeh, S., Amini, S., & Nurozi, R. (2020). The effect of motivational painting education on the aggressive behavior of mentally retarded male students. Quarterly Journal of Exceptional Children, 20(1), 45-56. [in Persian]
Geiger, A., Noa Shpigelman, N., & Feniger, R. (2020). The socia-emotional world of adolescents with intellectual disability: A drama therapy-based participatory action research. The Arts In Psychotherapy, 70, 101-111.
Ghasemi, M., Tehranizadeh, M., & Mardukhi, M. S. (2019). The effectiveness of story therapy on social adjustment and loneliness of children with physical disabilities. Quarterly Journal of Exceptional Children, 19(2), 5-16. [in Persian]
Gholamali, A. (2013). Psychology and rehabilitation of slow-Step children (Eleventh Edition). Tehran: Tehran University Press. [in Persian]
Guven, M. (2010). An analysis of the vocational education undergraduate students’ levels of assertiveness and problem-solving skills. Procedia-Scial and Behavioral Sciences, 2(2), 2064–2070.
Halahan, D. P., & Wakafman, J. A. (2007). Exceptional children, an introduction to special education. (Translated by Mojtaba Javadian). Mashhad: Astan Quds Razavi. [in Persian]
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.
Hassani, A. (2020). The effectiveness of psychoanalytic training on behavioral problems, self-control and impulsive behaviors of children with mild mental disabilities. Master Thesis, Azad University, Shahroud Branch. [in Persian]
Hojjati, M. (2019). The effect of cognitive-behavioral play therapy on social skills and adjustment of educable mentally retarded female students. Master Thesis. Allameh Tabatabai University. [in Persian]
Hosseinzadeh, M. (2018). Comparison of the effectiveness of cognitive-behavioral play therapy and story therapy on the symptoms of attention deficit/hyperactivity and impulsivity in primary school students in Tabriz. Ph.D. Disertation, Islamic Azad University of Tabriz. [in Persian]
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.
Jolanda, C. H., Douma, M. A., Marielle, C., Frank, C., Verhulst, M. D., & Hans, M. K. (2006). Self-reports on mental health problems of youth with moderate to borderline intellectual disabilities. Journal of the American Academy of Child & Adolescent Psychiatry, 45(10), 1224-1231.
Kadosson, H. G., & Schiffer, C. (2018). 101 Game therapy technique. Translated by Elahe Mohammad Ismail. Tehran: Danjeh Publications.
Kiarsi, Z., Kiarsi, S., & Kiarsi, A. (2016). Investigating the effect of fiction animations on the growth and social adjustment of students with educable mental retardation. Information and Communication Technology in Educational Sciences, 6(4), 91-110. [in Persian]
Lavasani, M. A., Mohsen., K., & Kadivar, P. (2018). The effectiveness of play therapy based on cognitive-behavioral approach to social adjustment and academic adjustment of students with reading disorders. Journal of Learning Disabilities, 7(3), 91-109. [in Persian]
Mansell, J. (2012). Active support: Enabling and empowering people with intellectual disabilities.Philadelphia: Jessica Kingsley Publishers.
Milanifar, B. (2017). Psychology of exceptional children and adolescents. Published Rat Qoms: Tehran. [in Persian]
Moeini, R. J., & Mohammadi, Y. (2019). Determining the effectiveness of storytelling-based therapeutic approach and social skills of students with mental retardation in secondary education in the third district of Shiraz. Fourth Conference on Science and Technology of Psychology, Educational Sciences and Sociology of Iran, Tehran. [in Persian]
Muro, J., Ray, D., Schottelkorb, A., Smith, M. R., & Blanco, P. J. (2006). Quantitative analysis of long-term childcentered play therapy.International Journal of Play Therapy, 15(2), 35-58.
Nissimov-Nahum, E. (2009). Use of drawing task to study art therapists’ personal experiences in treating aggressive children. The Arts in Psychotherapy, 36, 140-147.
Oliver, C., Adams, D., Allen D., Crawford , H., Heald, M., Moss, J.,… Woodcock, K. (2020). The behavior and wellbeing of children and adults with severe intellectual disability and complex needs: the BE-Well checklist for carers and professionals. Pediatrics and Child Health, 30(12), 416-424.
Rashidi, H. H., & Kazemian, M. K. (2018). The relationship between communication patterns, flexibility and family cohesion with the courage of female students. Cultural-Educational Quarterly of Women and Family, 13(44), 165-183. [in Persian]
Rezaei, A. (2019). The effectiveness of music on the attention and social adjustment of educable mentally retarded children, Master Thesis, Allameh Tabatabai University. [in Persian]
Roshan, A. (2017). Storytelling: How to use stories to help children solve life problems. (Translated by Behzad Yazdani and Mojgan Emadi). Tehran: Javaneh Roshd. [in Persian]
Sadegh, L. (2020). Comparison of the effectiveness of play therapy and story therapy on increasing self-efficacy and problem solving in elementary school single-parent children. The second new congress in the field of family, mental health, disorders, prevention and education. [in Persian]
Sadeghi Sabet, F. (2013). Determining the effectiveness of story therapy in the development of social skills of educable girls with mental disabilities aged 11 to 17 years. Master Thesis, Payame Noor University, Central Tehran. [in Persian]
Santrak, J. W. (2014). Educational psychology. (Translated by Hossein Daneshfar, Shadeh Saeedi and Mahshid Araghchi). Tehran: Rasa.
Seif Naraghi, M., & Naderi, E. (2015). Psychology and education of mentally retarded children (third edition). Tehran: Samat Publications. [in Persian]
Shahim, S. (2006). Explicit and relational aggression in primary school children. Psychological Research, 9(1-2), 27-44. [in Persian]
Vahedi, S., Fathi Azar, E., Hosseini Nasab, S. D., & Moghaddam, M. (2008). Assessing the reliability and validity of the preschool aggression scale and evaluating the level of aggression in preschool children in Urmia. Quarterly Journal of Mental Health Principles, 37, 15-24. [in Persian]
Vahid, V. (2017). Story therapy and social skills in educable mentally retarded children. Proceedings of the Sixth Congress of the Iranian Psychological Association, Contemporary Psychology, 12, 1848-1851. [in Persian]
Wu, J.J., Chen, K., Ma, Y., & Vomocilova, J. (2020). Early intervention for children with intellectual and developmental disability using drama therapy techniqes. Children and Youth Service Review, 109, 104689.
Ziaei Minab, N. (2019). The effect of cognitive-behavioral play therapy on reducing physical, verbal and relational aggression of mentally retarded students in 7 to 12 years old in Minab. Quarterly Journal of New Research in Humanities, 16(5), 11-21. [in Persian]