تأثیر توانبخشی شناختی بر بهبود بازداری پاسخ در دانش‌آموزان مبتلا به ناتوانی یادگیری ریاضی و خواندن

بیرامی، منصور (1392). اثربخشی آموزش خودتنظیمی بر کارکردهای اجرایی و عملکرد خواندن دانش آموزان نارساخوان. مجله پژوهش های نوین روان شناختی، 8 (29)، 66-43.

علیزاده، حمید (1385). رابطة کارکردهای اجرایی عصبی شناختی با اختلال های رشدی. مجله تازه های علوم شناختی، 8(4)، 70-57.

کوهبنانی، سکینه و شریفی درآمدی، پرویز (1391). اثربخشی برنامه رایانه یار حافظه کاری بر بهبود کنش های اجرایی دانش‌آموزان ناشنوا. مجله روانشناسی تحولی: روانشناسان ایرانی، 10(27)، 60-51.

کاپلان، بنجامین و سادوک، ویرجینیا. (2007). خلاصه روان پزشکی، ویراست 3، تهران، انتشارات ارجمند.

نریمانی، محمد؛ سلیمانی، اسماعیل و تبریزچی، نرگس. (1394). بررسی تأثیر توانبخشی شناختی بر بهبود نگه­داری توجه و پیشرفت تحصیلی ریاضی دانش آموزان دارای اختلالADHD. مجله‌ی روان­شناسی مدرسه، 4(2)، 118-134

 نریمانی، محمد؛ سلیمانی، اسماعیل؛ زاهد بابلان، عادل و  ابوالقاسمی، عباس (1392). مقایسه اثربخشی آموزش کنش‌های اجرایی و بازی درمانی در بهبود حافظه کاری، نگهداری توجه و پیشرفت تحصیلی دانش آموزان مبتلا به نارسایی در حساب. مجله روانشناسی بالینی، 5(4)، 16-1.

Alizadeh, H (2006). The Relationship between Cognitive Neurological Executive Functions and Developmental Disorders. New Journal of Cognitive Science, 8(4);70-57. (Persian).

Avzton, S. (2012). Effect of neuroscience based cognitive skill training on growth of cognitive deficits associated with learning disabilities in children grades. Minneapolis: College of education, Walden University.

Bakker, D. J. (2004). Neurofeedback Training with Virtual Reality for Inattention and Impulsiveness, Journal of Psychological Behavorl; 7(5): 519-526.

Bakker, D. J. (2006). Treatment of Developmental dyslexia: A Review. Pediatric Rehabilitation, in press.

Barkley, R. A. (1997). ADHD and nature of self control. NewYork: Guilford Press.

Barlow, D. H. & Durand, M. V. (2014). Abnormal Psychology: an integrative approach, seventh edition.

Bayrami, M (2013). The Effectiveness of Self-Regulation Training on the Executive Functions and Reading Performance of Dyslexic Students. Journal of Modern Psychological Research, 8(29); 43-66. (Persian).

Buchan, B. D. (2009). The classification of reading disability subtypes and the efficacy of hemisphere specific stimulation.

Bull, A, Screrif Y. (2002). Goaldirected upper limb movments by children and without DCD: A window into perceptuo-motor dysfunction? Phisiotherapy international journal; 9 (3): 1-12.

Bull, R. & Scerif, G. (2001). Executive functions as a predictor of children's mathematics ability: Inhibition, shifting, and working memory. Journal of Developmental Neuropsychology; 17(1): 273-293.

Casey, J. (2012). A model to guide the conceptualization, assessment, and diagnosis of nonverbal learning disorder. Canadian Journal of School Psychology; 27 (1): 35–57.

Castellanos, AS. (1997). Learning disorders with a special emphasis on reading disordes. Journal of AM Academec child Adolescence psychiartry;17 (36): 1020- 1032.

Degeus, F. Denys, D.A. Sitskoormm. Westenberg, H G. (2007). Attention and cognition in patients with obsessive – compulsive disorder. Journal of Psychiatry Clin Neurosci., 67 (1):45 – 53.

Fernel, J.  (2005). The prefrontal cortex (2nd ed.) New York: Raven Press.

Gatian, A. & Garolera, M. (2012). Efficacy of an adjunctive computer based cognitive impairment and Alzheimers disease: a single blind randomized clinical trail. the Journal of Geriatric Psychiatry; 15 (2): 28-35.

Hadassah Medical Organization. (2011). The Efficacy of Computerized Cognitive Training in Adults With ADHD: Change in ADHD Symptoms, Executive Functions and Quality of Life Following Three Months of Training, NCT00843141 History of Changes; 15(3): 400- 430.

Halahan, S.P. & Kofmann, S. G. (2001). The Affective Style Questionnaire: Development And Psychometric Properties. Journal of Psychopathol Behavior Assessment; 32 (12): 255–263.

Kaplan, B & Sadok, V. (2007). Psychiatric Abstract, Edition 3, Tehran, Arjmand Publications. (Persian).

Kelinberg, G. & Fernell, D. (2005). Deficits in Attention Motor Control and Perception and other Syndromes Attributed to Minimal Brain Dysfunctional. Journal of Clinics in Developmental Medicine; 12 (5):138-172.

Kesler, S. R., Lacayo, N. J. & Jo, B. (2011). A pilot study of an online cognitive rehabilitation program for executive function skills in children with cancer-related brain injury, Journal of Psychiatry and Behavioral Sciences; 25(1):101-12.

Kouhbani, S. & Sharifi Daramadi, P (2012). The Effectiveness of Working Memory Assistant Computer Program on Improving Deaf Students' Executive Performance. Journal of Transformational Psychology: Iranian Psychologists, 10(27); 51-60. (Persian).

Lerner, J. (2003). Learning disabilities: theories, diagnosis and teaching strategies (9 thed). Boston: MA:Houghton Mifflin.

Mason, L. H. (2004). TWA versus reciprocal questioning: Effects on expository reading comprehension performance among students who struggle with reading. Journal of Educational Psychology; 96 (8): 283–296.

Mclean, K. & Hitch, J. (2001). Executive functions in student with and without mathematics disorder.  Journal of learning disabilities; 30(2): 214-225.

Milton, H. (2010). Effects of the computerized Working Memory Training Program on Attentin, Working Memory and Academics in Adolescents with severe ADHD/ LD. Journal of Psychology; 1(14): 120-122.

Muller, A. & zelazo T. (2004). What Is ADHD? KidsHealth for parents Nemoures foundation. journal of psychology children; 12 (5): 100- 120.

Narimani, M., Soleymani, E., Tabrizchi, N. (2015). The effect of cognitive rehabilitation on attention maintenance and math achievement in ADHD students. Journal of School Psychology; 4(2), 118-134. (Persian).

Narimani, M., Soleimani, S., Zahed Bablan, A. & Abolghasemi, A (2013). Comparison of the effectiveness of executive and play therapy training in improving working memory, attention retention and academic achievement in students with arithmetic disorder. Journal of Clinical Psychology, 5(4); 1-16. (Persian).

Nigg, J. T., Blaskey, L. G., Huang-Pollock, C. L. & Rappley, M. D. (2002). Neuropsychological executive functions and DSM-IV ADHD subtypes. Journal of the American Academy of child and Adolescent Psychiatry; 41(11): 59-66.

NikPay, E., Farahbakhshs, S. & Yousefvand, L. (2017). The effect of training self-regulated learning strategies on critical thinking of students. Journal of School Psychology, 6(3), 116-135. (Persian).

Owen, A. M., Hampshire, A. & Grahn, J. A. (2010). Putting brain training to the test nature. Journal of Europe PMC Funders Group; 10 (465): 775-778.

Reid, G. (2003). Dyslexia: A practitioner,S. Handbook. Third Edition. John wiley & sons ltd.

Seidman, L. J. (2006). Neuropsychological functioning in people with ADHD across the lifespan. Clinical Psychology Review; 26 (3): 466–485.

Sluis, S. De Jong, P. F. & Van Der Leij, A. (2004). Inhibition and shifting in children with learning dificts in arithmetic reading. Journal of Expermintal Child Psycholgy; 87(5): 239- 266.

Soltani Kohbani, S., Alizadeh, H., Hashemi, Z. H. & Sarami, GH. (2013) Executive Function Deficits in vStudents With Mathemetical Learning Disorder. Journal of Advances in Cognitive Sceince, 14 (3); 75-84. (Persian).

Thorell, L. B., Linqvist, S., Nutley, S. B., Bohlin, G. & Klingberg, T. (2009). Training ana transfer effects of executive functions in preschool children. Journal of Developmental Science; 12(1): 106-113.

Valera, E. M. & Seidman, L. J. (2006). Neurobiology of Attention-Deficit/Hyperactivity Disorder in Preschoolers. Journal of Infants and Young Children; 19(2): 94-108.

Woolf, C. J. & Salter. M. W. (2002). Neuronal plasticity: Increasing the gain in pain. Journal of Science; 288(5): 1765-1772.