اثربخشی آموزش کارکردهای اجرایی بر مهارت‌های اجتماعی و ارتباطی کودکان طیف اتیسم

پور اعتماد، حمیدرضا؛ خوشابی، کتایون. (1383). گزارش طرح تحقیق بررسی اثر بخشی رفتاردرمانی ساخت دار ویژه" اوتیسم- لوواس" بر کودکان مبتلا به اختلالات اتیستیک. مرکز تحقیقات علوم پزشکی ایران.

کراتوچویل، توماس آر. موریس، ریچارد جی. (1997). روان شناسی بالینی کودک (روش‌های درمانگری)، ترجمه محمدرضا نائینیان و همکاران (1378). تهران: رشد.

American Psychiatric Association (2013). Diagnostic and statistical manual of mental disorders (5th Ed). Washington, DC: Author.

Bailey, D. A. (2008). Analysis of a social story intervention to increase appropriate social interactions in children with autism. Doctoral dissertation, Florida State University.

Balconi, M. & Carrera, A. (2007). Emotional representation in facial expression and script: A comparison between normal and autistic children. Research in Developmental Disabilities, 28, 409–422.

Beadle-Brown, J. Murphy, G. & Wing, L. (2006). The Camberwell Cohort 25 years on: Characteristics and changes in skills over time. Journal of Applied Research in Intellectual Disabilities, 19(4), 317-329.

Bellini, S. Peters, J. K. Benner, L. & Hopf, A. (2007). A meta-analysis of school-based social skills interventions for children with autism spectrum disorders.Remedial and Special Education, 28(3), 153–162.

Ben-Itzchak, E. & Zachor, D. A. (2007). The effects of intellectual functioning and autism severity on outcome of early behavioral intervention for children with autism. Research in Developmental Disabilities, 28, 287–303.

Best, J. R. Miller, P. H. & Jones, L. L. (2009). Executive functions after age 5: Changes and correlates. Developmental Review, 29: 180-200.

Calkins, S. D. & Marcovitch, S. (2010). Emotion regulation and executive functioning in early development: Integrated mechanisms of control supporting adaptive functioning. In S. D. Calkins & M. A. Bell (Eds.), Child development: At the intersection of emotion and cognition (pp. 37-58). Washington, DC: APA Press.

Carruthers, P. (1996). Autism as mindblindness: An elaboration and partial defence. In P. Carruthers & P. K. Smith (Eds.), Theories of theories of mind (pp. 257–273). Cambridge: Cambridge University Press.

Dawson, G. Toth, K. Abbott, R. Osterling, J. Munson, J. Estes, A. et al. (2004). Early social attention impairments in autism: Social orienting, joint attention, and attention to distress. Developmental Psychology, 40(2), 271-283.

Dowsett, S. M. & Livesey , D. J. ( 2000 ). The development of inhibitory control in preschool children: Effects of “executive skills” training. Developmental Psychobiology, 3 6, 161 – 174.

Duffy, C. & Healy, O. (2011). Spontaneous communication in autism spectrum disorders: a review of topographies and interventions. Research in Autism Spectrum Disorders, 5, 977–983.

Fisher, J. Barkley, R. Smallish, L. & Fletcher, K. (2005). Executive functioning in hyperactive children as young adults: Attention, inhibition, response perseveration, and the impact of comorbidity. Developmental Neuropsychology, 27, 107–133.

Frye, D. Zelazo, P. D. Brooks, P. J. & Samuels, M. C. (1996). Inference and action in early causal reasoning. Developmental Psychology, 32, 120–131.

Gogtay, N. Giedd, J. & Rapoport, J. (2002). Brain development in healthy, hyperactive, and psychotic children. Archives of Neurology, 59, 1244–1248.

Gregory, C. Lough, S. Stone, V. E. Erzinclioglu, S. Martin, L. Baron - Cohen, S., & Hodges, J. (2002). Theory of mind in front - temporal dementia and Alzheimer's disease: Theoretical and practical implications. Brain, 125 (4), 752-764.

Gregory, C. Lough, S. Stone, V. E. Erzinclioglu, S. Martin, L. Baron-Cohen, S. & Hodges, J. (2002). Theory of mind in front-temporal dementia and Alzheimer's disease: Theoretical and practical implications. Brain, 125 (4), 752-764.

Hill, E. (2004). Executive dysfunction in autism. Trends in cognitive sciences, Vol. 8, No. 1. From www. ucd. ie

Hongwanishkul, D. Happaney, K. R. Lee, W. S. C & Zelazo, P. D. (2005). Assessment of hot and cool executive function in young children: Age-related changes and individual differences. Developmental Neuropsychology, 28, 617-644.

Hughes, C. (2002). Executive functions and development: Emerging themes. Infant and Child Development, 11, 201–209.

Hughes, C. & Russell, J. (1993). Autistic children’s diculty with mental disengagement from an object: Its implications for theories of autism. Developmental Psychology, 29, 498–510.

Huizinga, M. Dolan, C. V. & van der Molen, M. W. (2006). Age-related change in executive function: Developmental trends and a latent variable analysis. Neuropsychologia, 44: 2017-2036.

Jarusiewicz, B. (2002). Efficacy of neurofeedback for children in the autism spectrum: A pilot Study. Journal of Neurothrapy, 2002, 6(4), 39-49.

Kasher, A. & Meilijson, S. (1996). Autism and pragmatics of language. Incontri Cita Aperta, 4, 37-54. Retrieved on November 30, 2010, from http:// www. math. tau. ac. il/~isaco/ Autism_English. pdf.

Lackner, C. L. Bowman. L. C. & Sabbagh, M. A. (2010). Dopaminergic functioning and preschoolers theory of mind. Neuropsychologia, 48 (6), 1767-1774.

Lanovas, M. J., & Sladeczek, I. E. (2011). Vocal stereotypy in children with autism: structural characteristics, variability, and effects of auditory stimulation.Research in Autism Spectrum Disorders, 5, 1159–1168.

Laushey, K. M. & Heflin, L. J. (2000). Enhancing social skills of kindergarten children with autism through the training of multiple peers as tutors. Journal of Autism and Developmental Disorders, 30(3), 183–193

Lee, L.-C. David, A. B. Rusyniak, J. Landa, R. & Newschaffer, C. J. (2007). Performance of the social communication questionnaire in children receiving preschool special education services. Research in Autism Spectrum Disorders, 1, 126–138.

Lonsdale, D. Shamberger, R. J & Aydhya,T(2002). Treatment autism spectrum children with thiamine tetrahydrofurfuri disulfide. A pilot Study. Neuroendocrinology Letters, 23(4). 303-308.

Lopez, B. R. Lincoln, A. J. Ozonoff, S. & Lai, Z. (2005). Examining the relationship between executive functions and restricted, repetitive symptoms of autistic disorder. Journal of Autism and Developmental Disorders, 35, 445–460.

Lynam, D., Moffitt, T., & Stouthamer-Loeber, M. (1993). Explaining the relation between IQ and delinquency: Class, race, test motivation, school failure, or self-control? Journal of Abnormal Psychology, 102, 187–196.

MacDonald, R. Green, G. Mansfield, R. Geckeler, A. Gardenier, N. Anderson, J. (2007). Stereotypy in young children with autism and typically developing children. Research in Developmental Disabilities, 28, 266–277.

Matson, J. L. (2007a). Current status of differential diagnosis for children with autism spectrum disorders. Research in Developmental Disabilities, 28, 109–118.

Matson, J. L. (2007b). Determining treatment outcome in early intervention programs for autism spectrum disorders: A critical analysis of measurement issues in learning based interventions. Research in Developmental Disabilities, 28, 207–218.

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, J. L. & Minshawi, N. F. (2007). Functional assessment of challenging behavior: Toward a strategy for applied settings. Research in Developmental Disabilities, 28, 353–361.

Matson, J. L. & Nebel-Schwalm, M. S. (2007). Comorbid psychopathology with autism spectrum disorder in children: An overview. Research in Developmental Disabilities, 28, 341–352.

Matson, J. L. & Rivet, T. T. (2008). The effects of severity of autism and PDD-NOS symptoms on challenging behaviors in adults with intellectual disabilities. Journal of Developmental and Physical Disabilities, 20, 41–51.

Matson, J. L. Boisjoli, J. A. Gonza´ lez, M. L. Smith, K. R. & Wilkins, J. (2007). Norms and cut off scores for the autism spectrum disorders diagnosis for adults (ASD-DA) with intellectual disability. Research in Autism Spectrum Disorders, 1, 330–338.

Matson, J. L. Nebel-Schwalm, M. & Matson, M. L. (2007b). A review of methodological issues in the differential diagnosis of autism spectrum disorders in children. Research in Autism Spectrum Disorders, 1, 38–54.

Miller, L. (2010). Practical Behaviour Management Solutions for Children and Teens with Autism. Jessica Kingsley Publishers, London and Philadelphia.

Miyake, A. Friedman, N. P. et al (2000). The Unitary and Diversity of Executive Function and Their Contribution to Complex Frontal Lobe Tasks. A Latent Variable Analysis. Cognitive Psychology 41, 49-100.

Monette Sebastien, Bigras Marc, Guay Marie-Claude (2011). The role of the executive functions in school achievement at the end of Grade. Journal of Experimental Child Psychology. 109 (2011) 158-173

Morgan, A. B. & Lilienfeld, S. O. (2000). A meta-analytic review of the relation between antisocial behavior and neuropsychological measures of executive function. Clinical Psychology Review, 20, 113–136.

Newen, A; Vogeley, K; & Zinck, A. (2008). Social cognition, emotion and self – consciousness: A prface.  Consciousness and Cognition.  17, 409-410.

Ozonoff, S. (1997). Components of executive function in autism and other disorders. In J. Russell (Ed.), Autism as an executive disorder (pp. 179–211). Oxford: Oxford University Press.

Ozonoff, S. Pennington, B. F. & Rogers, S. J. (1991). Executive function deficits in high-functioning autistic individuals: Relationship to theory of mind. Journal of Child Psychology and Psychiatry, 32, 1081–1105.

Pangborn, J, & Baker, S. (2007). Biomedical Assessment Options for Children with Autism and Related Problems. San Diego, CA, USA. Autism Research institute.

Pennington, B. F. (2009). Diagnosing learning disorders: A neuropsychological framework. New York: Guilford Press.

Perner, J. (1998). The meta-intentional nature of executive functions and theory of mind. In P. Carruthers & J. Boucher (Eds.), Language and thought: Interdisciplinary themes (pp. 270–316). Cambridge: Cambridge University Press.

Raaijmakers, M. Smidts, D. Sergeant, J. Maassen, G. Posthumus, J. van Engeland, H. (2008). Executive functions in preschool children with aggressive behavior: Impairments in inhibitory control. Journal of Abnormal Child Psychology, 36, 1097-1107.

Rao, P. A. Beidel, D. C. & Murray, M. J. (2008). Social skills interventions for children with Asperger’s syndrome or high-functioning autism: A review and recommendations. Journal of Autism and Developmental Disorder, 38, 353–361

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.

Riggs Nathaniel R. a, Jahromi, Laudan B. b, Razza, Rachel P. c, Dillworth-Bart, Janean E. d, Mueller, Ulrich (2006). Executive function and the promotion of social–emotional competence. Journal of Applied Developmental Psychology. 27. 300–309

Rimland, B. Edelson, S. M. (2011). Statitical Analysis of Autism Treatment Evaluation Check List (ATEC). San Diego: Autism Research institute.

Robinson, Sally.Goddard, Lorna. Dritschel, Barara, Wisley, Mary. Howlin, Pat (2009). Executive function in children with Autism Spectrum Disorders. Brain and Cognition 71.362-368.

Russell, J. (2002). Cognitive theories of autism. In J. E. Harrison & A. M. Owen (Eds.).Cognitive deficits in brain disorders (pp. 295–323). London: Martin Dunitz.

Russell, J. Hala, S. & Hill, E. L. (2003). Mechanising an executive task: The performance of preschool children, children with autism and with moderate learning diculties in the automated Windows Task. Cognitive Development, 18, 111–137.

Russell, J. Mauthner, N. Sharpe, S. & Tidswell, T. (1991). The ‘Windows task’ as a measure of strategic deception in preschoolers and autistic subjects. British Journal of Developmental Psychology, 9, 101–119.

Rutter, M. (1978).Diagnosis and definition of Childhood autism. Journal of Autism and childhood Schizophrenia, 8, 139-161.

Schlosser, R. W. Sigafoos, J. Luiselli, J. K. Angermeier, K., Harasymowyz, U. Schooley, K. (2007). Effects of synthetic speech output on requesting and natural speech production in children with autism: A preliminary study. Research in Autism Spectrum Disorders, 1, 139–163.

Seguin, J. R. Boulerice, B. Hardin, P. W. Tremblay, R. E. & Pihl, R. O. (1999). Executive functions and physical aggression after controlling for attention deficit hyperactivity disorder, general memory, and IQ. Journal of Child Psychology and Psychiatry, 40, 1197–1208.

Shaffer, D. R. (2000). Social and personality development (4thed). Wadsworth, Belmont, USA.

Smith, E. R. & Semin, G. R. (2007). Situated social cognition. Current Directions in Psychological Science, 16 (3), 132-135.

Tager-Flusberg, H. Paul, R. and Lord, C. (2005). Language and Communication in Autism. In F. R. Volkmar, R. Paul, A. Klin, D. Cohen (Ed.), Handbook of Autism and Pervasive Developmental Disorders (pp. 335-364).

Tine, M. T. (2009). Uncovering a differentiated Theory of Mind in children with autism and Asperger syndrome. Doctoral dissertation, Boston College.

White, S. W. Keoing, K. & Scahill, L. (2007). Social skills development in children with autism spectrum disorders: A review of the intervention research. Journal of Autism and Developmental Disorders, 37(10), 1858–1868

Wouters, S. G. M. & Spek, A. A. (2011). The use of the autism-spectrum quotient in differentiating high-functioning adults with autism, adults with schizophrenia and a neurotypical adult control group. Research in Autism Spectrum Disorders, 5, 1169–1175.

Zelazo, P. D. & Miiller, U. (2002). Executive function in typical and atypical development. In U. Goswami (Ed), Handbook of childhood cognitive development (pp. 445-169). Oxford, England: Blackwell.