The Effectiveness of Cognitive Behavioral Play Therapy and Transcranial Direct-Current Stimulation on Emotional Regulation, Executive Functions, and Communication Skills in Children with Autism Spectrum Disorder

Hatami Nejad, Mohammad; Noroozi Homayoon, Mohammadreza; Sadri  Damirchi, Esmaeil

doi:10.22054/jpe.2025.80221.2710

The Effectiveness of Cognitive Behavioral Play Therapy and Transcranial Direct-Current Stimulation on Emotional Regulation, Executive Functions, and Communication Skills in Children with Autism Spectrum Disorder

Document Type : Research Paper

Authors

Mohammad Hatami Nejad ¹

Mohammadreza Noroozi Homayoon ²

Esmaeil Sadri Damirchi ³

¹ Ph.D. Student in Clinical Psychology, University of Tehran, Tehran, Iran

² Ph.D. Student in Counseling, University of Mohaghegh Ardabili, Ardabil, Iran

³ Professor, Department of Counseling, University of Mohaghegh Ardabili, Ardabil, Iran

https://doi.org/10.22054/jpe.2025.80221.2710

Abstract

Abstract
The purpose of this study was to evaluate the effectiveness of cognitive behavioral play therapy and Transcranial direct-current stimulation on emotional regulation, executive functions, and communication skills in children with autism spectrum disorder. This study was a quasi-experimental design with pre-test, post-test, and control group. The statistical population consisted of all children aged 6-12 years with autism spectrum disorder who referred to special education schools, centers, and clinics in Ardabil city during the years 2022-2023. A total of 45 children with autism spectrum disorder were selected non-randomly and purposefully and randomly assigned to three groups (15 children in each group). The intervention included cognitive-behavioral play therapy and transcranial direct current stimulation. The tools of this study included the N-back computerized test, Wisconsin Card Sorting Test (WCST), Gross and John Emotion Regulation Questionnaire, and the Communication Skills Questionnaire. The findings considering the results of Bonferroni's post hoc test showed that in pairwise comparison of cognitive behavioral play therapy, Transcranial direct-current stimulation and the control group in the scores of executive functions, emotion regulation and communication skills variables, there was a significant difference between the cognitive behavioral play therapy group, Transcranial direct-current stimulation group and the control group (p<0.05). In conclusion, cognitive behavioral play therapy and Transcranial direct-current stimulation have an effect on emotional regulation, executive functions and communication skills in children with autism spectrum disorder.
Keywords: cognitive behavioral play therapy, transcranial direct-current stimulation, emotional regulation, executive functions, communication skills, autism spectrum disorder

Extended Abstract

Introduction

Autism spectrum disorder (ASD) is a neurodevelopmental condition characterized by persistent deficits in social communication and interaction, along with restricted and repetitive behaviors, which significantly impair children's daily functioning and family dynamics. These challenges typically manifest as difficulties in emotional regulation, executive functions, and communication skills - critical domains for social integration and personal development. The current study aimed to examine the effectiveness of cognitive behavioral play therapy (CBPT) and transcranial direct current stimulation (tDCS) in enhancing emotional regulation, executive functions, and communication skills in children with ASD, responding to the need for integrated, non-pharmacological interventions that target these core deficits concurrently.
Research Questions

What is the effectiveness of cognitive behavioral play therapy (CBPT) and transcranial direct current stimulation (tDCS) on emotional regulation, executive functions, and communication skills in children with autism spectrum disorder (ASD)?
Is there a significant difference between CBPT and tDCS in their effectiveness for improving emotional regulation, executive functions, and communication skills in children with ASD?
Literature Review

Children with ASD frequently demonstrate significant impairments in emotional regulation, with studies suggesting that approximately 85% of individuals with ASD struggle with emotion management, leading to behavioral and social difficulties (Lee et al., 2022). Executive function deficits - particularly in working memory, cognitive flexibility, and impulse control - are commonly observed and associated with prefrontal cortex dysfunction and related neural network abnormalities (Costescu et al., 2024). Communication challenges, including problems with social cue interpretation, conversation initiation, and eye contact maintenance, often worsen social isolation (Clyde et al., 2024). Cognitive behavioral play therapy (CBPT) has demonstrated effectiveness in enhancing social and communication skills by creating a secure, play-based setting for emotional expression and social interaction practice, with research showing improved neural activity and social functioning (Chan & Ouyang, 2024; Kaur et al., 2024). Similarly, transcranial direct current stimulation (tDCS) has shown potential as an intervention, modulating prefrontal cortex activity to enhance cognitive and social outcomes in ASD (Kang et al., 2024; Han et al., 2023).
Play therapy has been shown to significantly improve social skills in children with autism by offering a structured yet adaptable environment for emotional expression and social learning (Elbeltagi et al., 2023, p. 5). However, limited research has directly compared CBPT and tDCS to assess their relative effectiveness in addressing the complex challenges of ASD, underscoring the importance of comparative studies to guide clinical decision-making.

Methodology

This study utilized a quasi-experimental design incorporating pre-test and post-test assessments with a control group. The target population comprised children aged 6-12 years with ASD diagnoses who were enrolled in special education schools, centers, and clinics in Ardabil, Iran during the 2022-2023 academic year. Using non-random purposive sampling, 45 participants were selected and subsequently randomly allocated to three experimental groups (n=15 each: CBPT, tDCS, and control). Inclusion criteria consisted of: (1) formal ASD diagnosis confirmed by both psychiatrist and psychologist, (2) parental consent, (3) normal IQ range, and (4) absence of comorbid conditions. Exclusion criteria involved missing more than two intervention sessions or voluntary withdrawal. The CBPT intervention implemented Drewes' (2009) protocol through eight weekly 60-minute sessions, while tDCS administration comprised ten 10-minute sessions delivered twice weekly over five weeks using a 2NEUROSTIM device (1-2 mA current applied to prefrontal cortex). Primary outcome measures included: the N-back Computerized Test (working memory), Wisconsin Card Sorting Test (Berg et al., 1948; cognitive flexibility), Emotion Regulation Questionnaire (Gross & John, 2003), and Communication Skills Questionnaire (Matson, 1983). MANCOVA was performed with pre-test scores as covariates to examine between-group differences, following confirmation of normality, homogeneity of variance, and regression slope assumptions (α=0.05).

Results

Both intervention groups (CBPT and tDCS) showed statistically significant improvements across all measured domains - emotional regulation, executive functions (working memory and cognitive flexibility), and communication skills - when compared to the control group. The CBPT group demonstrated particular strengths in emotional regulation and communication skills, which may be attributed to its structured play-based methodology that facilitates social learning and emotional expression. Conversely, the tDCS group showed more pronounced improvements in executive functions and social communication, likely resulting from enhanced neural activation in prefrontal cortical regions. Bonferroni-adjusted post-hoc analyses confirmed the superiority of both interventions over the control condition (p < 0.05), while revealing no statistically significant differences between CBPT and tDCS outcomes.
Table 1 Mean and Standard Deviation of Pre-test and Post-test Scores for Executive Functions, Emotional Regulation, and Communication Skills

Group

Variable

Pre-test Mean (SD)

Post-test Mean (SD)

CBPT

Executive Functions

45.12 (5.61)

52.34 (4.89)

Emotional Regulation

38.76 (6.12)

46.89 (5.43)

Communication Skills

42.45 (7.19)

50.67 (6.32)

tDCS

Executive Functions

44.89 (6.23)

53.12 (5.01)

Emotional Regulation

39.12 (5.98)

47.23 (5.67)

Communication Skills

41.89 (6.87)

51.34 (6.45)

Control

Executive Functions

45.67 (5.84)

46.12 (5.76)

Emotional Regulation

38.45 (6.34)

39.01 (6.28)

Communication Skills

42.12 (7.01)

42.89 (6.95)

Note. Data reflect significant improvements in intervention groups compared to the control group (p < 0.05)

Discussion

These findings align with existing evidence showing CBPT improves emotional regulation and communication skills through amygdala modulation and prefrontal cortex reinforcement, thereby enhancing emotion management and social interaction capabilities (Chan & Ouyang, 2024; Kaur et al., 2024). Similarly, tDCS's positive impact on executive functions and social communication corroborates research demonstrating its efficacy in optimizing prefrontal neural network functioning (Kang et al., 2024; Noroozi Homayoon et al., 2024). The absence of significant between-group differences indicates comparable effectiveness of CBPT and tDCS, despite their divergent mechanisms—CBPT employing experiential learning approaches while tDCS utilizes direct neural modulation. These outcomes highlight the value of non-pharmacological interventions for core ASD symptoms. Study limitations include uncontrolled environmental and cultural variables, along with insufficient long-term follow-up to evaluate treatment effect persistence, potentially affecting result generalizability.

Conclusion

Both CBPT and tDCS demonstrated effectiveness in enhancing emotional regulation, executive functions, and communication skills in children with ASD, providing clinically valuable non-pharmacological treatment options for therapeutic and educational applications. Future studies should incorporate larger, more diverse samples and longitudinal designs to assess treatment effect maintenance and improve the generalizability of results.
Acknowledgments
The authors gratefully acknowledge the valuable contributions of the children with ASD and their families in Ardabil who participated in this study, making this research possible through their time and commitment.

Keywords

Keywords: cognitive behavioral play therapy

transcranial direct-current stimulation

emotional regulation

executive functions

communication skills

autism spectrum disorder

Amini, D. , Almasi, M. and Noroozi Homayoon, M. (2022). Effectiveness of sensory-motor integration exercises and computerized cognitive rehabilitation on executive functions (working memory, response inhibition and cognitive flexibility) in children with Attention Deficit/Hyperactivity Disorder. Empowering Exceptional Children, 13(2), 95-79. doi: 10.22034/ceciranj.2022.318579.1619

Azka, F., & Hendrawan, D. (2023). Intelligence Profile and Executive Function Between Children with Typical Development and Children with High-Functioning Autism Spectrum Disorder. Jurnal Psikologi, 50(1).

Bertelli, M. O., Deb, S., Munir, K., Hassiotis, A., & Carulla, L. S. (Eds.). (2022). Textbook of psychiatry for intellectual disability and autism spectrum disorder. Berlin: Springer.

Bush, G., Spencer, T. J., Holmes, J., Shin, L. M., Valera, E. M., Seidman, L. J., ... & Biederman, J. (2008). Functional magnetic resonance imaging of methylphenidate and placebo in attention-deficit/hyperactivity disorder during the multi-source interference task. Archives of general psychiatry, 65(1), 102-114.

Cai, R. Y., Love, A., Robinson, A., & Gibbs, V. (2023). The inter-relationship of emotion regulation, self-compassion, and mental health in autistic adults. Autism in Adulthood, 5(3), 335-342.

Chan, K. L. R., & Ouyang, G. (2024). Impact of child-centered play therapy intervention on children with autism reflected by brain EEG activity: A randomized controlled trial. Research in Autism Spectrum Disorders, 112, 102336.

Chan, M. M., Choi, C. X., Tsoi, T. C., Shea, C. K., Yiu, K. W., & Han, Y. M. (2023). Effects of multisession cathodal transcranial direct current stimulation with cognitive training on sociocognitive functioning and brain dynamics in autism: A double-blind, sham-controlled, randomized EEG study. Brain Stimulation, 16(6), 1604-1616.

Clyde, A., Bismar, D., Agnew, G., & Kuper, L. E. (2024). Autism spectrum disorder and anxiety among Transgender Youth: Use of the Social Communication Questionnaire (SCQ). Journal of Autism and Developmental Disorders, 54(2), 615-627.

Costescu, C., Adrian, R., & Carmen, D. (2024). Executive functions and emotion regulation in children with autism spectrum disorders. European Journal of Special Needs Education, 39(3), 477-486.

Dawson, G., Rieder, A. D., & Johnson, M. H. (2023). Prediction of autism in infants: progress and challenges. The Lancet Neurology, 22(3), 244-254.

De Smet, S., Razza, L. B., Pulopulos, M. M., De Raedt, R., Baeken, C., Brunoni, A. R., & Vanderhasselt, M. A. (2024). Stress priming transcranial direct current stimulation (tDCS) enhances updating of emotional content in working memory. Brain stimulation, 17(2), 434-443.

Di Vara, S., Guerrera, S., Menghini, D., Scibelli, F., Lupi, E., Valeri, G., & Vicari, S. (2024). Characterizing individual differences in children and adolescents with autism spectrum disorder: a descriptive study. Frontiers in Psychology, 15, 1323787.

Drewes, A. A. (Ed.). (2009). blending play therapy with cognitive behavioral therapy: Evidence-based and other effective treatments and techniques. John Wiley & Sons.

Egset, K. S., Røkke, M. E., Reinfjell, T., Stubberud, J. E., & Weider, S. (2024). Cognitive and behavioural rehabilitation interventions for survivors of childhood cancer with neurocognitive sequelae: A systematic review. Neuropsychological Rehabilitation, 1-28.

Elbeltagi, R., Al-Beltagi, M., Saeed, N. K., & Alhawamdeh, R. (2023). Play therapy in children with autism: Its role, implications, and limitations. World Journal of Clinical Pediatrics, 12(1), 1.

Félix, J., Santos, M. E., & Benitez-Burraco, A. (2024). Specific language impairment, Autism Spectrum Disorders and Social (Pragmatic) communication Disorders: Is there overlap in language deficits? A review. Review Journal of Autism and Developmental Disorders, 11(1), 86-106.

Fregni, F., Boggio, P. S., Nitsche, M. A., Rigonatti, S. P., & Pascual-Leone, A. (2006). Cognitive effects of repeated sessions of transcranial direct current stimulation in patients with depression. Depression & Anxiety (1091-4269), 23(8).

Gandhi, T., & Lee, C. C. (2021). Neural mechanisms underlying repetitive behaviors in rodent models of autism spectrum disorders. Frontiers in cellular neuroscience, 14, 592710.

Gross, J. J., & John, O. P. (2003). Individual differences in two emotion regulation processes: implications for affect, relationships, and well-being. Journal of personality and social psychology, 85(2), 348.

Han, Y. M., Chan, M. M., Shea, C. K., Mo, F. Y., Yiu, K. W., Chung, R. C., ... & Chan, A. S. (2023). Effects of prefrontal transcranial direct current stimulation on social functioning in autism spectrum disorder: A randomized clinical trial. Autism, 27(8), 2465-2482.

Harahap, D. P. (2023). Cognitive behavioral therapy and traditional cooperative games in improving social skills: A single-subject experimental study. INSPIRA: Indonesian Journal of Psychological Research, 4(1), 29-40.

Hasan, M. A., Shahid, H., Qazi, S. A., Ejaz, O., Mujib, M. D., & Vuckovic, A. (2023). Underpinning the neurological source of executive function following cross hemispheric tDCS stimulation. International Journal of Psychophysiology, 185, 1-10.

Hatami Nejad, M. , Noroozi Homayoon, M. , Sadeghi, M. and Sadri Damirchi, E. (2024). Development of a Student Social Anxiety Model Based on Uncompromising Perfectionism and Experiential Avoidance with a Mediating Role of Difficulty in Emotion Regulation. Journal of Applied Psychological Research, (), -. doi: 10.22059/japr.2024.375061.644904

Hatami Nejad, M., Mirdarikvand, F., & Sepahvandi, M. A. (2023). The structural relationships of anxiety sensitivity and sense of coherence with drug use tendency in students: The mediating role of emotion regulation difficulties. Journal of research on addiction, 17(70), 149–174.

Hosiri, T., Sittanomai, N., Bumrungtrakul, T., & Boon-Yasidhi, V. (2023). Emotion Regulation and Behavioral Problems in Children with Autism Spectrum Disorder: A University Hospital Based Cross-Sectional Study. Siriraj Medical Journal, 75(3), 218-223.

Howard, J., Herold, B., Major, S., Leahy, C., Ramseur, K., Franz, L., ... & Dawson, G. (2023). Associations between executive function and attention abilities and language and social communication skills in young autistic children. Autism, 27(7), 2135-2144.

Indika, N. L. R., Frye, R. E., Rossignol, D. A., Owens, S. C., Senarathne, U. D., Grabrucker, A. M., ... & Deutz, N. E. (2023). The rationale for vitamin, mineral, and cofactor treatment in the precision medical care of autism spectrum disorder. Journal of personalized medicine, 13(2), 252.

Javadzadeh, Zohreh; Nejati, Vahid and Poushneh, Kambiz. (2013). The effectiveness of the Baran cognitive rehabilitation program on executive functions of children with high-functioning autism. Bimonthly Scientific-Research Journal of Rehabilitation Medicine, 12(1), 132-145.

Kang, J., Li, Y., Lv, S., Hao, P., & Li, X. (2024). Effects of transcranial direct current stimulation on brain activity and cortical functional connectivity in children with autism spectrum disorders. Frontiers in Psychiatry, 15, 1407267.

Kaur, K., Pany, S., Mohanty, S. P., Sahoo, P. K., & Rana, S. (2024). Efficacy of Cognitive Behavioral Intervention in Improving Executive Function of Children with High Functioning Autism Spectrum Disorder: A Meta-analysis. International Journal of Special Education, 39(1), 11-20.

Keating, C. T., Ichijo, E., & Cook, J. L. (2023). Autistic adults exhibit highly precise representations of others’ emotions but a reduced influence of emotion representations on emotion recognition accuracy. Scientific Reports, 13(1), 11875.

Kim, S. Y., Udhnani, M., & Lecavalier, L. (2024). Heterogeneity in autism spectrum disorder explained by social-communicative and restricted repetitive behavior balance subgroups. Research in Autism Spectrum Disorders, 114, 102387.

Krishnamurthy, K. (2023). Neural bases for temperamental effortful control deficit and its response to transcranial direct current stimulation in autism spectrum disorder.

Kurian, B. (2024, May). Cognitive Rehabilitation-Game Therapy. In 2024 International Conference on Advances in Computing, Communication and Applied Informatics (ACCAI) (pp. 1-5). IEEE.

Lee, S., An, E., Yun, R., Chang, Y., & Chung, H. (2022). Emotional Regulation of Young Children with Autism Spectrum Disorders: A Systematic Review. The Korean Association For Persons With Autism.

Maenner, M. J. (2023). Prevalence and characteristics of autism spectrum disorder among children aged 8 years—Autism and Developmental Disabilities Monitoring Network, 11 sites, United States, 2020. MMWR. Surveillance Summaries, 72.

Marteleto, M. R. F., & Perissinoto, J. (2024). Cognitive and social adaptation in autism spectrum disorder: A prospective cohort study. Sao Paulo Medical Journal, 142, e2023184.

Massoni, L. (2024). Transcranial Magnetic Stimulation (TMS) and Transcranial Direct Current Stimulation (TDCS) in Autism Spectrum Disorder. Med Discoveries, 3(1), 1107.

Matson, J. L., & Dempsey, T. (2008). Stereotypy in adults with autism spectrum disorders: Relationship and diagnostic fidelity. Journal of Developmental and Physical Disabilities, 20, 155-165.

Matson, Johnny L., Anthony F. Rotatori, and William J. Helsel. "Development of a rating scale to measure social skills in children: The Matson Evaluation of Social Skills with Youngsters (MESSY)." Behaviour Research and therapy 21.4 (1983): 335-340.

Memisevic, H., Pasalic, A., & Saletovic, A. (2023). Autism severity level affects working memory and planning but not inhibition, shifting and emotional control. Autism Research, 16(7), 1335-1343.

Mohammadi, M. R., Ahmadi, N., Khaleghi, A., Zarafshan, H., Mostafavi, S. A., Kamali, K., ... & Ghanizadeh, A. (2019). Prevalence of autism and its comorbidities and the relationship with maternal psychopathology: a national population-based study. Archives of Iranian medicine, 22(10), 546-553.

Mugnol-Ugarte, L., Bortolini, T., Yao, B., Mikkelsen, M., Carneiro Monteiro, M., Andorinho de Freitas Ferreira, A. C., ... & Pobric, G. (2024). Transcranial electrical stimulation modulates emotional experience and metabolites in the prefrontal cortex in a donation task. Scientific Reports, 14(1), 14271.

Murthi, K., & Patten, K. (2023). Improving executive functions using the engineering design process: A peer-mediated problem-solving approach for autistic adolescents. The American Journal of Occupational Therapy, 77(2), 7702347010.

Nisticò, V., Fior, G., Faggioli, R., Priori, A., Gambini, O., & Demartini, B. (2022, April). The psychological impact of COVID-19 among a sample of Italian adults with high-functioning autism spectrum disorder: a follow-up study. In Healthcare (Vol. 10, No. 5, p. 782). MDPI.

Nitsche, M. A., Cohen, L. G., Wassermann, E. M., Priori, A., Lang, N., Antal, A., & Pascual-Leone, A. (2008). Transcranial direct current stimulation: state of the art 2008. Brain stimulation, 1(3), 206-223.

Noroozi Homayoon, M. , Akhavi Samarein, Z. , Sadeghi, M. , Hatami Nejad, M. and Jafari Moradlo, M. (2025). Comparing the Efficacy of Emotion-Focused Therapy and Transcranial Direct Current Stimulation On Impulsivity, Emotion Regulation, And Suicidal Ideation In Young People With Borderline Personality Disorder. Journal of Research in Psychopathology, 6(1), 33-42. doi: 10.22098/jrp.2024.14488.1221

Noroozi Homayoon, M. , Almasi, M. , Sadri Damirchi, E. and Hatami Nejad, M. (2023). Comparing the Effectiveness of Transcranial Direct Current Stimulation and Repeated Transcranial Magnetic Stimulation Treatment on Working Memory, Impulsivity and Self-Harm Behaviors in People with Borderline Personality. Neuropsychology, 8(31), 1-19. doi: 10.30473/clpsy.2023.65222.1678

Noroozi Homayoon, M. , Hatami Nejad, M. and Sadri Damichi, E. (2024). The Effectiveness of Psychodrama Group Therapy and Cognitive Behavioral Play Therapy on Executive Functions (Working Memory, Response Inhibition, Cognitive Flexibility and Emotional Self Regulation) in Male Students with Social Anxiety Disorder. Neuropsychology, 9(35), 1-17. doi: 10.30473/clpsy.2024.68482.1710

Noroozi Homayoon, M. , Hatami Nejad, M. and Sadri Damichi, E. (2024). The effectiveness of psychodrama group therapy and cognitive behavioral play therapy on executive functions (working memory, response inhibition, cognitive flexibility and emotional self regulation) in male students with social anxiety disorder. Neuropsychology, 9(35), 1-17. doi: 10.30473/clpsy.2024.68482.1710

Noroozi Homayoon, M. , Heidari Raziabad, N. , Rezaeisharif, A. , Sheykholeslami, A. and Jafari Moradlo, M. (2024). Design and Validation of a Model for Reducing Attention Deficit and Hyperactivity in Children. Psychology of Exceptional Individuals, 14(53), 77-120. doi: 10.22054/jpe.2024.76827.2634

Noroozi Homayoon, M. , Sadri Damirchi, E. , Sadeghi, M. and Hatami Nejad, M. (2025). Comparing the Effectiveness of Cognitive-Emotional Regulation Training and Transcranial Direct Current Stimulation on Difficulty in Regulating Emotions, Rumination and Quality of Life in Divorced Women. Women’s Health Bulletin, 12(1), 21-29. doi: 10.30476/whb.2024.103315.1300

Noroozi Homayoon, M., Akhavi Samarein, Z., Sadeghi, M., Hatami Nejad, M., & Jafari Moradlo, M. (2024). Comparing the efficacy of emotion-focused therapy and transcranial direct current stimulation on impulsivity, emotional regulation, and suicidal ideation in young people with borderline personality disorder. Journal of Research in Psychopathology, (), -.

Noroozi Homayoon, M., Heidari Raziabad, N., Sadri Damirchi, E., & Jafari Moradlo, M. (2024). Designing and Validating a Model for Coping with Depression in Second-Year High School Students. Psychological Models and Methods, 14(54), 82-61. doi: 10.30495/jpmm.2024.32628.3877

Noroozi Homayoon, M., Nasiri, A., Sadri Damirchi, E., & Narimani, M. (2025). Comparison of the Effectiveness of Emotional Cognitive Regulation Training and Transcranial Direct Current Stimulation on Resilience, Cognitive Flexibility, and Rumination in Elderly Women with Major Depressive Disorder. Aging Psychology, (), -. doi: 10.22126/jap.2025.11478.1821

Noroozi Homayoon, M., Sadeghi, M., Sadri Damirchi,, E., & Hatami Nejad, M. (2024). The Relationship between Sense of Coherence and Perceived Social Support with Resilience: The Mediating Role of Adaptive Cognitive-Emotional Regulation Strategies in Older Adults. Aging Psychology, 10(4), 427-405. doi: 10.22126/jap.2025.11026.1801

Nuske, H. J., Young, A. V., Khan, F. Y., Palermo, E. H., Ajanaku, B., Pellecchia, M., Vivanti, G., Mazefsky, C. A., Brookman-Frazee, L., McPartland, J. C., Goodwin, M. S., & Mandell, D. S. (2023). Systematic review: emotion dysregulation and challenging behavior interventions for children and adolescents on the autism spectrum with graded key evidence-based strategy recommendations. European child & adolescent psychiatry, 10.1007/s00787-023-02298-2. Advance online publication.

Qi, J. (2023). The Importance and Training of Executive Functions among Children and Children with Autism Spectrum Disorder. Journal of Education, Humanities and Social Sciences, 8, 1886-1891.

Rauh, J., Müller, A. S., Nolte, G., Haaf, M., Mußmann, M., Steinmann, S., ... & Leicht, G. (2023). Comparison of transcranial brain stimulation approaches: prefrontal theta alternating current stimulation enhances working memory performance. Frontiers in Psychiatry, 14, 1140361.

Razza, L. B., De Smet, S., Van Hoornweder, S., De Witte, S., Luethi, M. S., Baeken, C., ... & Vanderhasselt, M. A. (2023). The effects of prefrontal tDCS on working memory associate with the magnitude of the individual electric field in the brain. bioRxiv, 2023-06.

Rezaei sharif, A. , Noroozi Homayoon, M. and Almasi, M. (2022). The effectiveness of neurofeedback and cognitive-behavioral play therapy and Combined method on working memory of children with specific learning disabilities. Journal of Learning Disabilities, 12(1), 47-61. doi: 10.22098/jld.2022.10080.1988

Rúa, M. O., & Borrajo, I. R. Interrelation of the Psychomotor System and the Cognitive Relational Process on Academic Performance in People with Autism Spectrum Disorder.

Sáez-Suanes, G. P., García-Villamisar, D., & Del Pozo Armentia, A. (2023). The role of intellectual disability and emotional regulation in the autism–depression relationship. Autism, 27(7), 1960-1967.

Samea, F., Mortazavi, N., Reimann, G. M., Ebneabbasi, A., Zarei, M., Khazaie, H., ... & Tahmasian, M. (2023). Poor sleep, poor emotion regulation: A meta-analysis on the association between insomnia and impaired emotion regulation examining the effect of moderating factors.

talebi, A. , kashani vahid, L. , asase, M. , Afrooz, G. and Moradi Sabzevar, M. (2023). Effectiveness Of Family-Centered Musical Computer Rehabilitation on Communication Skills of Children with Autism Spectrum Disorder. Medical Journal of Mashhad university of Medical Sciences, 66(5), -. doi: 10.22038/mjms.2023.71827.4258

Terner, M., Israel-Yaacov, S., & Golan, O. (2024). Sex differences in autism screening: An examination of the Childhood Autism Spectrum Test–Hebrew version. Autism, 13623613241235053..

Theodoratou, M., Gkintoni, E., & Farmakopoulou, I. (2023). Executive Functions and Quality of Life in Neurodevelopmental Spectrum. An Outline. Technium Soc. Sci. J., 39, 430.

Tsirgiotis, J. M., Young, R. L., & Weber, N. (2024). A comparison of the presentations of males and females with autism spectrum disorder and those narrowly below the diagnostic threshold. Autism, 28(4), 1029-1044.

Uchida, T., Matsuzawa, D., Shiohama, T., Fujii, K., Shiina, A., Naka, M. & Hamada, H. (2024). Positive Effect of Transcranial Direct Current Stimulation on Visual Verbal Working Memory in Patients with Attention-Deficit/Hyperactivity Disorder. Open Journal of Psychiatry, 14(4), 334-346.

Waite, J., Beck, S. R., Powis, L., & Oliver, C. (2023). The executive function account of repetitive behavior: Evidence from Rubinstein-Taybi Syndrome. American journal on intellectual and developmental disabilities, 128(1), 49-65.

You, X. R., Gong, X. R., Guo, M. R., & Ma, B. X. (2024). Cognitive behavioural therapy to improve social skills in children and adolescents with autism spectrum disorder: A meta-analysis of randomised controlled trials. Journal of Affective Disorders, 344, 8-17

Yousefi, Farideh and Khair, Mohammad. (2002). Investigating the reliability and validity of the Matson Social Skills Scale and comparing the performance of high school girls and boys on this scale. Social and Human Sciences, Shiraz University, 18(2 (36th issue), 147-158.