اثربخشی برنامه عصب روان‌شناختی خانواده محور بر کارکردهای اجرایی کودکان با اختلال نارسایی توجه/ بیش فعالی

احمدی، ا.، ارجمندنیا، ع.، مطیعی، س. و عزیزی، م. پ. (1396). اثربخشی برنامه آموزش کارکردهای اجرایی رایانه محور بر ویژگی‌های شناختی، نشانگان اختلال نارسایی توجه / بیش فعالی و پیشرفت ریاضی کودکان دارای نارسایی توجه / بیش فعالی. نشریه پرستاری کودکان، 4(1)، 48- 57.

ارجمندنیا، ع.، شریفی، ع و رستمی، ر. (1393). اثربخشی برنامه‌ی تمرین رایانه‌ای شناختی بر عملکرد حافظه‌ی فعال دیداری-فضایی دانش آموزان با مشکلات ریاضی. مجله‌ی ناتوانی یادگیری، 3 (4)، 24-6.

اسدی گندمانی، ر.، کاظمی، ف.، پیشیاره، ا.، هاشمی آذر، ژ و نساییان، ع. (1395). رابطه الگوهای پردازش حسی با کارکردهای اجرایی در دانش آموزان با اختلال اوتیسم. فصلنامهافراداستثنایی،‌ 6 (23)، 81-102.

امین­لو، م.، کامکاری، ک و شکر زاده، ش. (1392). روایی همزمان نسخه نوین هوش­آزمای تهران-استنفورد-بینه و نسخه دوم مقیاس هوشی وکسلر کودکان در کودکان ناتوان یادگیری. تعلیم و تربیت استثنایی، 13 (7)، 50-61.

پوشنه، ک.، شریفی، ع و معتمد یگانه، ن. (1394). اثربخشی مداخله بازتوانی شناختی رایانه محور بر کارکرد‌های اجرایی و عملکرد حافظه فعال دانش‌آموزان با اختلال یادگیری ریاضی. مجله روانشناسی افراد استثنایی. 5 (20)، 88-115.

سلیمانی، م.، مطیعی، س.،  یعقوبی، ح و حضرتی، ل. (1392). اثربخشی برنامه آموزش شناختی بر مهارت‌های شناختی و علائم اختلال بیش فعالی و نقص توجه در کودکان مبتلا. مطالعات ناتوانی، ۳ (۳)، ۳۹-۴۹.

فرید، ف.، کامکاری، ک.، صفاری­نیا، م و افروز، س. (1393). مقایسه‌ی روایی تشخیصی نسخه‌ی نوین هوش‌آزمای تهران ـ استنفورد بینه و نسخه‌ی چهارم مقیاس هوش وکسلر کودکان در ناتوانی یادگیری. ناتوانی­های یادگیری، 4 (2)، 70-123.

نجارزادگان، م.، نجاتی، و.، امیری، ن و شریفیان، م. (1394). بررسی اثر توانبخشی شناختی بر عملکردهای اجرایی (توجه و حافظه کاری) در کودکان مبتلا به اختلال نقص توجه/بیش فعالی. فصلنامهعلمی-پژوهشیطبتوانبخشی، 4(2)، 108-97.

نریمانی، م.، سلیمانی، ا و تبریزچی، ن. (1394). بررسی تأثیر توانبخشی شناختی بر بهبود نگهداری توجه و پیشرفت تحصیلی ریاضی دانش آموزان دارای اختلال ADHD. ناتوانی یادگیری، 4 (2)، 118-134.

Alloway, T. P., Bibile, V., & Lau, G. (2013). Computerized working memory training: Can it lead to gains in cognitive skills in students? Computers in Human Behavior, 29(3), 632-638.

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (DSM-5®). American Psychiatric Pub.

Bernier, A., Carlson, S. M., Deschênes, M., & Matte‐Gagné, C. (2012). Social factors in the development of early executive functioning: A closer look at the caregiving environment. Developmental science, 15(1), 12-24.

Bierman, K. L., Nix, R. L., Greenberg, M. T., Blair, C., & Domitrovich, C. E. (2008). Executive functions and school          readiness intervention: Impact, moderation, and mediation in the Head Start REDI program. Development    and Psychopathology, 20(03), 821-843.

Blakey, E., & Carroll, D. J. (2015). A short executive function training program improves preschoolers’ working memory. Frontiers in Psychology, 6. 1827.

Bul, K. C., Kato, P. M., Van der Oord, S., Danckaerts, M., Vreeke, L. J., Willems, A., ... & Franken, I. H. (2016). Behavioral outcome effects of serious gaming as an adjunct to treatment for children with attention-deficit/hyperactivity disorder: a randomized controlled trial. Journal of medical Internet research, 18(2).

Capodieci, A., Gola, M. L., Cornoldi, C., & Re, A. M. (2017). Effects of a working memory training program in preschoolers with symptoms of attention-deficit/hyperactivity disorder. Journal of Clinical and Experimental Neuropsychology, 1-13.

Carlson, S. M., Zelazo, P. D., & Faja, S. (2013). Executive function. In P. D. Zelazo (Ed.), Oxford  Handbook of   Developmental Psychology (pp. 706-724). New York: Oxford University Press.

Cortese, S., Holtmann, M., Banaschewski, T., Buitelaar, J., Coghill, D., Danckaerts, M., ... & European ADHD Guidelines Group. (2013). Practitioner review: current best practice in the management of adverse events during treatment with ADHD medications in children and adolescents. Journal of Child Psychology and Psychiatry, 54(3), 227-246.

Diamond, A. (2012). Activities and programs that improve children’s executive functions. Current directions in psychological science, 21(5), 335-341.

Diamond, A. (2013). Executive functions. Annual review of psychology, 64, 135-168.

Diamond, A., & Lee, K. (2011). Interventions shown to aid executive function development in children 4 to 12 years old. Science, 333(6045), 959-964.

Enge, S., Behnke, A., Fleischhauer, M., Küttler, L., Kliegel, M., & Strobel, A. (2014). No evidence for true training and transfer effects after inhibitory control training in young healthy adults. Journal of Experimental Psychology: Learning, Memory, and Cognition, 40(4), 987.

Espy, K. A. (2004). Using developmental, cognitive, and neuroscience approaches to understand executive control in young children. Developmental Neuropsychology, 26(1), 379-384.

Fay‐Stammbach, T., Hawes, D. J., & Meredith, P. (2014). Parenting influences on executive function in early childhood: A review. Child Development Perspectives, 8(4), 258-264.

Frede, E., Jung, K., Barnett, W. S., & Figueras, A. (2009). The APPLES Blossom: Abbott preschool program longitudinal effects study (APPLES) preliminary results through 2nd grade interim report. New Brunswick: National Institute for Early Education Research, Rutgers, The State University of New Jersey.

Fried, R., Chan, J., Feinberg, L., Pope, A., Woodworth, K. Y., Faraone, S. V., & Biederman, J. (2016). Clinical correlates of working memory deficits in youth with and without ADHD: a controlled study. Journal of clinical and experimental neuropsychology, 38(5), 487-496.

Gioia, G. A., Espy, K. A., & Isquith, P. K. (2003). BRIEF-P: Behavior Rating Inventory of Executive Function-      Preschool Version: Professional Manual. Psychological Assessment Resources.

Gioia, G. A., Isquith, P. K., Guy, S. C., & Kenworthy, L. (2015). BRIEF-2: Behavior Rating Inventory of Executive Function. Psychological Assessment Resources

Grönholm-Nyman, P., Soveri, A., Rinne, J. O., Ek, E., Nyholm, A., Stigsdotter Neely, A., & Laine, M. (2017). Limited effects of set shifting training in healthy older adults. Frontiers in aging neuroscience, 9, 69.

Hahn-Markowitz, J., Berger, I., Manor, I., & Maeir, A. (2016). Efficacy of cognitive-functional (Cog-Fun) occupational therapy intervention among children with ADHD: An RCT. Journal of attention disorders, 1087054716666955.

Healey, D. M., & Halperin, J. M. (2015). Enhancing Neurobehavioral Gains with the Aid of Games and Exercise (ENGAGE): Initial open trial of a novel early intervention fostering the development of preschoolers’ self-regulation. Child Neuropsychology, 21(4), 465-480.

Holmes, J., Gathercole, S. E., Place, M., Dunning, D. L., Hilton, K. A., & Elliott, J. G. (2010). Working memory deficits can be overcome: Impacts of training and medication on working memory in children with ADHD. Applied Cognitive Psychology, 24(6), 827-836.

Hughes, C, & Ensor, R. (2011). Individual differences in growth in executive function across the transition to school predict externalizing and internalizing behaviors and self-perceived academic success at 6 years of age. Journal of Experimental Child Psychology, 108(3), 663-616.

Jaeggi S. M., Buschkuehl M., Jonides J., Shah P. (2011). Short- and long-term benefits of cognitive trainingproceedings of the National Academy of Sciences .108, 10081–10086.

Karbach, J., & Kray, J. (2009). How useful is executive control training? Age differences in near and far transfer of task‐switching training. Developmental Science, 12(6), 978-990.

Kim, Y. H., Yoo, W. K., Ko, M. H., Park, C. H., Kim, S. T., & Na, D. L. (2009). Plasticity of the attentional network after brain injury and cognitive rehabilitation. Neurorehabilitation and neural repair, 23(5), 468-477.

Klingberg, T. (2010). Training and plasticity of working memory. Trends in Cognitive Sciences, 14(7), 317–324.

Krieger, V., & Amador-Campos, J. A. (2018). Assessment of executive function in ADHD adolescents: contribution of performance tests and rating scales. Child Neuropsychology, 24(8), 1063-1087.

Lambek, R., Tannock, R., Dalsgaard, S., Trillingsgaard, A., Damm, D., & Thomsen, P. H. (2011). Executive dysfunction in school-age children with ADHD. Journal of attention disorders, 15(8), 646-655.

Li-Grining, C. P. (2007). Effortful control among low-income preschoolers in three cities: Stability, change, and individual differences. Developmental psychology, 43(1), 208-221.

McClelland, M. M., & Cameron, C. E. (2012). Self‐regulation in early childhood: Improving conceptual clarity and developing ecologically valid measures. Child development perspectives, 6(2), 136-142.

Melby-Lervåg, M., & Hulme, C. (2013). Is working memory training effective? A meta-analytic review. Developmental psychology, 49(2), 270.

O’Neill, S., Rajendran, K., & Halperin, J. M. (2012). More than child’s play: the potential benefits of play-based interventions for young children with ADHD. Expert review of neurotherapeutics, 12(10), 1165-1167.

Pallant, J. (2016). SPSS Survival Manual. (6th edn). McGraw-Hill Education (UK).

Pezzica, S., Vezzani, C., & Pinto, G. (2018). Metacognitive knowledge of attention in children with and without ADHD symptoms. Research in developmental disabilities, 83, 142-152.

Pisacco, N. M. T., Sperafico, Y. L. S., Enricone, J. R. B., Guimarães, L. S. P., Rohde, L. A., & Dorneles, B. V. (2018). Metacognitive interventions in text production and working memory in students with ADHD. Psicologia: Reflexão e Crítica, 31(1), 5.

Re, A. M., Capodieci, A., & Cornoldi, C. (2015). Effect of training focused on executive functions (attention, inhibition, and working memory) in preschoolers exhibiting ADHD symptoms. Frontiers in psychology, 6, 1161.

Roberts, G., Quach, J., Spencer-Smith, M., Anderson, P. J., Gathercole, S., Gold, L., ... & Wake, M. (2016). Academic      outcomes 2 years after working memory training for children with low working memory: a randomized clinical trial. Journal of the American Medical Association Pediatrics, 170(5), e154568-e154568.

Röthlisberger, M., Neuenschwander, R., Cimeli, P., Michel, E., & Roebers, C. M. (2012). Improving executive functions in 5‐and 6‐year‐olds: Evaluation of a small group intervention in prekindergarten and kindergarten children. Infant and Child Development, 21(4), 411-429.

Roughan, L., & Hadwin, J. A. (2011). The impact of working memory training in young people with social, emotional and behavioural difficulties. Learning and Individual Differences, 21(6), 759-764.

Shuai, L., Daley, D., Wang, Y. F., Zhang, J. S., Kong, Y. T., Tan, X., & Ji, N. (2017). Executive function training for children with attention deficit hyperactivity disorder. Chinese medical journal, 130(5), 549.

Tabachnick, B.G. & Fidell, L.S. (2013). Using Multivariate Statistics (6th edn). Boston: Pearson Education.

Tamm, L., & Nakonezny, P. A. (2015). Metacognitive executive function training for young children with ADHD: A proof-of-concept study. ADHD Attention Deficit and Hyperactivity Disorders, 7(3), 183-190.

Tamm, L., Epstein, J. N., Loren, R. E., Becker, S. P., Brenner, S. B., Bamberger, M. E., ... & Halperin, J. M. (2017). Generating attention, inhibition, and memory: A pilot randomized trial for preschoolers with executive functioning deficits. Journal of Clinical Child & Adolescent Psychology, 1-15.

Tamm, L., Nakonezny, P. A., & Hughes, C. W. (2014). An open trial of a metacognitive executive function training for young children with ADHD. Journal of Attention Disorders, 18(6), 551-559.

Thompson, T. W., Waskom, M. L., Garel, K. L. A., Cardenas-Iniguez, C., Reynolds, G. O., Winter, R., ... & Gabrieli, J. D. (2013). Failure of working memory training to enhance cognition or intelligence. PloS one, 8(5), e63614.

Thorell, L. B., Lindqvist, S., Bergman Nutley, S., Bohlin, G., & Klingberg, T. (2009). Training and transfer effects of executive functions in preschool children. Developmental science, 12(1), 106-113.

Traverso, L., Viterbori, P., & Usai, M. C. (2015). Improving executive function in childhood: evaluation of a training intervention for 5-year-old children. Frontiers in psychology, 6, 525.

Van der Molen, M., Van Luit, J. E. H., Van der Molen, M. W., Klugkist, I., & Jongmans, M. J. (2010). Effectiveness           of a computerised working memory training in adolescents with mild to borderline intellectual disabilities. Journal of Intellectual Disability Research, 54(5), 433-447.

Volckaert, A. M. S., & Noël, M. P. (2015). Training executive function in preschoolers reduce externalizing      behaviors. Trends in Neuroscience and Education, 4(1), 37-47.

Vries, M., Prins, P. J., Schmand, B. A., & Geurts, H. M. (2015). Working memory and cognitive flexibility‐training for children with an autism spectrum disorder: A randomized controlled trial. Journal of Child            Psychology and Psychiatry, 56(5), 566-576.

Wiebe, S. A., Espy, K. A., & Charak, D. (2008). Using confirmatory factor analysis to understand executive control          in preschool children: I. latent structure. Developmental Psychology, 44, 575-587.

Zhao, X., Chen, L., Fu, L., & Maes, J. H. (2015). “Wesley says”: a children’s response inhibition playground training game yields preliminary evidence of transfer effects. Frontiers in psychology, 6(207), 1- 7.

Zinke, K., Einert, M., Pfennig, L., & Kliegel, M. (2012). Plasticity of executive control through task switching training in adolescents. Training-induced cognitive and neural plasticity, 5(41), 176-190.