مقایسۀ اثربخشی روش پس‏خوراند زیستی و روش چندحسی فرنالد در درمان اختلال نارساخوانی

ایلوارد، الیزابت. اچ؛ براون، فرانک. ار. (1377) تشخیص و ساماندهی ناتوانی‌های یادگیری، ترجمه رضا برادری. چاپ اول ناشر: سازمان آموزش و پرورش استثنایی.

حاضری (1385). تعیین میزان کارایی شیوه چندحسی در ترمیم اختلال نارساخوانی دانش‌آموزان. پایان‌نامه کارشناسی ارشد، دانشکده روان‌شناسی و علوم تربیتی دانشگاه تبریز.

حمیدپور، حسن (1386). بررسی کارایی و اثربخشی شناخت درمانی مبتنی بر هشیاری فراگیر (MBCT) در درمان و جلوگیری از عود و بازگشت افسرده خویی. پژوهش در سلامت روان‏شناختی. دوره اول شماره دوم

زینی‌وند، مریم. (1378). مقایسه اثربخشی روش‏های چندحسی فرنالد و اورتون بر عملکرد خواندن دانش‏آموزان نارساخوان پس پایه سوم ابتدایی شهر اصفهان. پایان‏نامۀ کارشناسی ارشد، دانشگاه اصفهان، دانشکده کودکان استثنایی.

کاپلان و سادوک، (1388)، خلاصه روانپزشکی، جلد سوم، ترجمه رضاعی، فرزین، انتشارات ارجمند.

کاکاوند، علیرضا (1385) ناتوانی‌های یادگیری. انتشارات سرافراز.

کاکایی، افتخار (1382). اثربخشی روش جندحسی در کاهش اختلال خواندن دانش‌آموزان پایه اول و دوم ابتدایی شهر ایلام. پایان‏نامۀ کارشناسی ارشد، دانشگاه الزهرا.

Bannatyne, A. D., & Wichiarajote, P. (1969). Hemispheric dominance, handedness, mirror imaging, and auditory sequencing. Exceptional Children, 36 (1) , 27-36

Birsh J (1999). Multisensory teaching of basic language skills. Baltimore7 Brookes..

Blomert, L., Mitterer, H., The fragil e nature of the speech-perception deficit in dyslexia: natural vs synthetic speech. Brain Lang. 2004, 89, 21 – 26.

Chabot, R. Merkin,R. Wood,L. Davenport,t and Serfontein,G.( 1999) Sensiviity and specificity of QEEG in children with attention deficit or specific developmental learning disorders. Clin Electroencephalog, 27 pp.26-34.

Chabot, R.j & Serfontein,G.(1996) Quantitiative EEG profiles of Children with attention deficit disorders. Biological psychiatry, 40,951-963.

Demos, J. N.( 2005) Getting Started with Neurofeedback. New York: WW Norton & Company Inc.

Facoetti, A., Turatto, M., Lorusso, M.L., Mascetti, G.( 2001) Orienting of visual attention in dyslexia: evidence for asymmetric hemispheric control of attention. Exp. Brain Research. 138, 46 – 53.

Fernandez, T., Herrera, W., Harmony, T., Diaz-Comas, L., Santiago, E., Sanchez, L., et al.( 2003) EEG and behavioral changes following neurofeedback treatment in learning disabled children. Clinical Electroencephalography, 34, 145–152.

Fuchs, T., Birbaumer, N., Lutzenberger, W., Gruzelier, J. H., & Kaiser, J.( 2003) Neurofeedback treatment for attention-deficit/ hyperactivity disorder in children: A comparison with methylphenidate. Applied Psychophysiology and Biofeedback, 28, 1–12.

Groth, K., Lachmann, T., Riecker, A., Muthmann, I., Stei nbrink, C.( 2009) Developmental dyslexics show de ficits in the processing of temporal auditory information in German vowel length discrimination. Read. Writ. (epub ahead of print, DOI, 10.1007/s11145-009- 9213-7).

Hairston. W. Et. Al (2005). Altered temporal profile of visual–auditory multisensory interactions in dyslexia. Exp Brain Research ,166: 474–480

Hammond, D. C.(2003) QEEG-guide d neurofeedback in the treatment of obsessive-compulsive disorder. Journal of Neurotherapy, 7, 25–52.

Heim, S., Tschierse, J. Amunts, K., Vossel, S., Wilms, M., Willmes, K., Grabowska, A., Huber, W.(2008) Cognitive subtypes of dyslexia. Acta Neurobiol. Exp. 68, 73 –82.

Henry, K (2003). How people with dyslexia learn: Multiseneory. The Internationl Dyslexia Association.

Hoofer, A. (2004). The effects of using a multisensory approach to improve special student reading. Re- trieved April 30,

King, W.M., Giess, S.A., Lombar dino, L.J.(2007) Subtyping of children with develo pmental dyslexia via bootstrap aggregated clustering and the gap statistic : comparison with the double-de ficit hypothesis. Int. J. Lang Commun  Disord. 42, 77 –95.

Kropotov, J. D., Grin-Yatsenko, V. A., Ponom arev, V . A., Chutko, L. S., Yakovenko, E. A., & Nikishena, I. S.( 2007) Changes in EEG spectrograms, event-related potentials and event-related desynchronization induced by relative beta training in ADHD children. Journal of Neurot herapy, 11, 3–11.

Kropp, P., Siniatchkin, M., & Gerber, W. D.(2002). On the pathophys iology of migraine —Links for ‘‘empirically based treatment’’ with neurofeedback . Applied Psychophysiology and Biofeedback, 27 (3) , 203–213.

Matthew J. Fleischman, Siegfried Othmer.(2005) Case Study: Improvements in IQ Score and Maintenance of Gains Following EEG Biofeedback with Mildly Developmentally Delayed Twins. Journal of Neurotherapy, Vol. 9(4).

Moore, N.C (2000) .A review of EEG biofeedb ack treatment of anxiety disorders. Clinical Electroencephalography,  31 , 1–6.

Nelson, N. M., White-Traut, R. C., Vasan, U., Sil- vestre, J., Comiskey, E., & Meleedy-Rey, P. (2001). One-year outcome of auditory-tactilevi- sual-vestibular intervention in the neonatal inten- sive care unit: Effects of severe prematurely and central nervous system injury. Journal of Child Neu- rology, 16, 493-508.

Nicolson, I.R., Fawcett, A.J (2001). Dean, P. Dyslexia, development and the cerebellum. Trends Neurosci, 24, 515.

Olson, R.K.( 2002) Dyslexia: nature and nurture. Dyslexia, 8, 143– 159.

Porras-Kattz. E. et. Al. (2011). Magnesium valproate in learning disabled children with interictal paroxysmal EEG patterns: Preliminary report. dNeuroscience Letters. 492, 99–104

Ramus, F. (2003) Developmental dyslexia: speci fi c phonol ogical deficit or general sensorimotor dysfunction? Curr. Opin. Neurobiol, 13, 212– 218.

Schumacher, J. Et al. (2007) Genetics of dyslexia: the evolving landscape. Published by group.bmj.com on March

Shaywitz SE, Shaywitz BA, Pugh KR, Fulbright RK, Constable RT, M encl WE, et al (1998). Functional disruption in the organization of the brain for reading in dyslexia. Proc Natl Acad Sci U S A;95:2636 – 41.

Snowling, M.J (2000). Dyslexia2nd ed. Bla ckwell, Oxford.

Stein, J., Walsh, V (1997). To see but not to read: the magnocellular theory of dyslexia.Trends Neurosci., 20, 147 –152.

Sterman, M. B. (2000) Basic concepts and clinical findi ngs in the treatmen t o f seizure disorders with EEG operant conditioning. Clinical Electroencephalography, 31, 45–55.

Stockdale Margaret E. ( 2007) Teachers' use of sensory activities in primary literacy lessons: A study of teachers trained in Accelerated Literacy Learning. University of South Florida.

Thatcher RW (1998),  . Normative EEG databases and EEG biofeedback. JNeurother; 2: 8-39.

Thornton K, (2000). Rehabilitation of memory functioning in brain injured subjects with EEG bio- feedback. J Head Trauma Rehabil, 15(6) :1285 – 96.

Trudeau, D. L, (2005). Applicability of brain wave biofeedback to substan ce use disorder in adolescen ce. Child and Adolescent Psychiatric Clinics of North America, 14, 125–136.

Vernon, D., Egner, T., Cooper, N., Compton, T., Neiland s, C., Sheri, A., et al (2003). The effect of training distinct neurofeedback protocols on aspects of cognitive performance. International Journal of Psychophysiology, 47, 75–85.

Vernon, D., Frick, A, (2004) & Gruzelier, J. Neurofeedback as a treatment for ADHD: A methodological review with implications for future research. Journal of Neurotherapy, 8, 53–82.

Vernon, D., Frick, A., & Gruzelier, J. (2004) Neurofeedback as a treatment for ADHD: A methodological review with implications for future research. Journal of Neurotherapy, 8, 53–82.

Williams, G. (2002). A study of the effects of multi- sensory writing instruction on the written expres- sion of the dyslexic elementary child.Retrieved April30.