American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (DSM-5). Washington. DC: American Psychiatric Association Publishing.
Ayres, A. J. (1989). Sensory integration and praxis tests. Los Angeles: Western Psychological Services.
Barkley, R. A. (1998). Attention-deficit hyperactive disorder: A handbook for diagnosis and treatment (2nd Ed). New York: Guilford.
Barragán, E., Breuer, D., & Döpfner, M. (2017). Efficacy and safety of omega-3/6 fatty acids, methylphenidate, and a combined treatment in children with ADHD. Journal of Attention Disorders. 21(5), 433-441.
Beavon, P. (2012). Improving memory using N-back training. Edith Cowan University.
Blair, C., & Diamond, A. (2008). Biological processes in prevention and intervention: The promotion of self-regulation as a means of preventing school failure. Devlopment Psychopathol. 20(3), 899-911.
Boyer, B. E., Geurts, H. M., & Van der Oord, S. (2018). Planning skills of adolescents with ADHD. Journal of Attention Disorders. 22(1), 46-57.
Bush, G., Spencer, T. J., Holmes, J., Shin, L. M., Valera, E. M., Seidman, L. J, & Mick, E. (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.
Chen, Y. L., Chang, C. C., Chen, Y. M., Liu, T. L., Hsiao, R. C., Chou, W. J., & Yen, C. F. (2021). Association between affiliate stigma and depression and its moderators in caregivers of children with attention-deficit/hyperactivity disorder. Journal of Affective Disorders. 279, 59-65.
Chu, S. (2007). Occupational therapy for children with attention deficit hyperactivity disorder (ADHD), part 1: a delineation model of practice. British Journal of Occupational Therapy. 70(9), 372-383.
Donfrancesco, R., Nativio, P., Di Benedetto, A., Villa, M. P., Andriola, E., Melegari, M. G., Cipriano, E., & Di Trani, M. (2020). Anti-Yo antibodies in children with ADHD: first results about serum cytokines. Journal of Attention Disorders. 24(11),1497-1502.
Dovis, S., Van der Oord, S., Wiers, R. W., & Prins, P. J. (2015). Improving executive functioning in children with ADHD: training multiple executive functions within the context of a computer game. A randomized double-blind placebo controlled trial. PLoS One. 10(4), e0121651.
Dvorsky, M. R., & Langberg, J. M. (2014). Predicting impairment in college students with ADHD: the role of executive functions. Journal of Attention Disorders. 23(13), 1624-1636.
Fisher, A. G., Murray, E. A., & Bundy, A. C. (2013). Sensorische Integrationstherapie: Theorie und Praxis. Springer-Verlag.
Gray,
S. A., Chaban,
P., Martinussen,
R., Goldberg,
R., Gotlieb,
H., Kronitz,
R., Hockenberry,
M., & Tannock,
R. (2012). Effects of a computerized working memory training program on working memory, attention, and academics in adolescents with severe LD and comorbid ADHD: a randomized controlled trial.
Journal Child Psychol Psychiatry. 53(12), 1277 – 1284.
Greve, K. W., Stickle, T. R., Love, J. M., Bianchini, K. J., & Stanford, M. S. (2005). Latent structure of the Wisconsin Card Sorting Test: a confirmatory factor analytic study. Archives of Clinical Neuropsychology. 20(3), 355-364.
Hartshorn, K., Olds, L., Field, T., Delage, J., Cullen, C., & Escalona, A. (2001). Creative movement therapy benefits children with autism. Early Child Development and Care. 166(1), 1-5.
Hay, L., Bard, C., Ferrel, C., Olivier, I., & Fleury, M. (2005). Role of proprioceptive information in movement programming and control in 5 to 11-year old children. Human Movement Science. 24(2), 139-154.
Hotting, K., & Roder, B. (2013). Beneficial effects of physical exercise on neuroplasticity and cognition. Neuroscience & Biobehavioral Reviews. 37(9), 2243-2257.
Hwang, S., Meffert, H., Parsley, I., Tyler, P. M., Erway, A. K., Botkin, M. L., Pope, K., & Blair, R. J. R. (2019). Segregating sustained attention from response inhibition in ADHD: An fMRI study. Neurolmage. Clinical. 21, 101677.
Kane, M. J., Conway, A. R. A., Miura, T. K., & Colflesh, G. J. H. (2007). Working memory, attention control, and the N-back task: a question of construct validity. Journal of Experimental Psychology. Learning, Memory and Cognition. 33(3), 615-622.
Kennedy, R. J., Quinlan, D. M., & Brown, T. E. (2019). Comparison of two measures of working memory impairments in 220 adolescents and adults with ADHD. Journal of Attention Disorders. 23(14),1838-1843.
Kesler, S. R., Lacayo, N. J., & Jo, B. A. (2011). A Pilot study of an online cognitive rehabilitation program for executive function skills in children with cancer-related brain injury. Brain Injury. 25(1), 101-112.
Kofler, M. J., Sarver, D. E., Harmon, S. L., Moltisanti, A., Aduen, P. A., Soto, E. F., & Ferretti, N. (2017). Working memory and organizational skills problems in ADHD. Journal of Child Psychology and Psychiatry. 59(1), 57-67.
La Marca, J. P., & O’Connor, R. E. (2016). Neurofeedback as an intervention to improve reading achievement in students with attention deficit hyperactivity disorder, inattentive subtype. NeuroRegulation. 3(2), 55-77.
Landis, T. D., Garcia, A. M., Hart, K. C., & Graziano, P. A. (2021). Differentiating symptoms of ADHD in preschoolers: the role of emotion regulation and executive function. Journal of Attention Disorders. 25(9), 1260-1271.
Lawlor-Savage, L., & Goghari, V. (2016). Dual N-Back working memory training in healthy adults: A randomized comparison to processing speed training. PLoS ONE, 11(4), e0151817.
Leyland, A., Emerson, L. M., & Rowse, G. (2018). Testing for an Effect of a Mindfulness Induction on Child Executive Functions. Mindfulness. 9, 1807-1815.
Lin, B., Liew, J., & Perez, M. (2019). Measurement of self-regulation in early childhood: Relations between laboratory and performance-based measures of effortful control and executive functioning. Early Childhood Research Quarterly. 47, 1-8.
Mailloux, Z., Parham, L. D., Roley, S. S., Ruzzano, L., & Schaaf, R. C. (2018). Introduction to the Evaluation in Ayres Sensory Integration (EASI). The American Journal of Occupational Therapy. 72(1), 1–7.
McCloskey, G., Perkins, L. A., & Van Divner, B. (2008). Assessment and intervention for executive Function difficulties. New York: Routledge Press.
Millichap, J. G., & Yee, M. M. (2012). The diet factor in attention-deficit/hyperactivity disorder. Pediatrics. 129(2), 330-337.
Mortimer, N., Sanchez-Mora, C., Rovira, P., Vilar-Ribo, L., Richarte, V., & Corrales, M. (2020). Transcriptome profiling in adult attention-deficit hyperactivity disorder. European Neuropsychopharmacol. 41, 160-166.
Moye, A. J., & Van Vugt, M. K. (2019). A computational model of focused attention meditation and its transfer to a sustained attention task. IEEE Transactions on Affective Computing. 1(1), 43-48.
Niklasson, M., Niklasson, I., & Norlander, T. (2009). Sensorimotor therapy: using stereotypic movements and vestibular stimulation to increase sensorimotor proficiency of children with attentional and motor difficulties. Perceptual and Motor Skills. 108(3), 643-669.
Owens, A. (2008). Supporting children’s development. Extract from putting children first. The Magazine of the National Childcare Accreditation Council (NCAC). 28(4), 3-5.
Pumaccahua, T.M., Wong, E.H., & Wiest, D.J. (2017). Effects of computerized cognitive training on working memory in a school settings. International Journal of Learning, Teaching and Educational Research. 16(3), 88-104.
Rajabi, S., Pakize, A., & Moradi, N. (2020). Effect of combined neurofeedback and game-based cognitive training on the treatment of ADHD: A randomized controlled study. The Journal of Applied Neuropsychology. Child. 9(3), 193-205.
Reynolds, C., & Reynolds, K. S. (2010). A Study of the Effectiveness of Sensory Integration Therapy on Neuro-Physiological Development. The British Institute for Learning Development. 7, 1 – 19.
Saboya, E., Coutinho, G., Segenreich, D., Ayrão, V., & Mattos, P. (2009). Lack of executive function deficits among adult ADHD individuals from a Brazilian clinical sample. Dementia & Neuropsychologia. 3, 34-37.
ShomwayCook, A. & Woollacott, M. H. (2001) Motor control (2 Ed). Lipincoot Williams & Wilkins. U.S.A.
Silverstein, M. J., Faraone, S. V., Leon, T. L., Biederman, J., Spencer, T. J., & Adler, L. A. (2020). The relationship between executive function deficits and Dsm-5- defined ADHD symptoms. Journal of Attention Disorders. 24(1), 41-51.
Sohlberg, M. M., & Mateer, A. (1989), Introduction to Cognitive Rehabilitation: Theory and Practice. New York, NY. USA, Guilford press.
Tarle, S. J., Alderson, R. M., Patros, C. H., Arrington, E. F., & Roberts, D. K. (2019). Working memory and behavioral inhibition in children with attention deficit/ hyperactivity disorder (ADHD): an examination of varied central executive demands, construct overlap, and task impurity. Child Neuropsychology. 25(5), 664-687.
Tenenbaum, R. B., Musser, E. D., Morris, S., Ward, A. R., Raiker, J. S., Coles, E. K., & Pelham, W. E. (2019). Response inhibition, response execution, and emotion regulation among children with attention deficit/ hyperactivity disorder. Journal of Abnormal Child Psychology. 47(4), 589-603.
Traverso, L., Viterbori, P., & Usai, M. C. (2020). Prosocial Behavior: The Role of Theory of Mind and Executive Functions. Journal of Cognition and Development. 21(5), 690-708.
Yasumura, A., Omori, M., Fukuda, A., Takahashi, J., Yasumura, Y., & Nakagawa, E. )2019(. Age-related differences in frontal lobe function in children with ADHD. Brain and Development. 41(7), 577-586.
Zablotsky, B., Black, L. I., Maenner, M. J., Schieve, L. A., Danielson, M. L., & Bitsko, R. H. )2019). Prevalence and trends of developmental disabilities among children in the United States: 2009-2017. Pediatrics. 144(4), e2019081