Abikoff, H., & Gallagher, R. (2009). The children's organizational skills scales: Technical manual. North Tonawanda, NY: Multi-Health Systems.
Abikoff, H., Gallagher, R., Wells, K. C., Murray, D. W., Huang, L., Lu, F., & Petkova, E. (2013). Remediating organizational functioning in children with ADHD: Immediate and long-term effects from a randomized controlled trial. Journal of Consulting and Clinical Psychology. 81(1), 113-128.
American Psychiatric Association, APA (2013). Diagnostic and statistical manual of mental disorders (5th ed).
Arnold, L. E., Hodgkins, P., Kahle, J., Madhoo, M., & Kewley, G. (2020). Long-term outcomes of ADHD: academic achievement and performance. Journal of Attention Disorders. 24(1), 73-85.
Azouz, H. G., Latif, F. I. A., Omar, T. E., Khalil, M., & Maksoud, M. S. A. (2017). Organizational skills training, neurofeedback, and/or pharmacotherapy in the treatment of school-aged children with attention-deficit hyperactivity disorder. Alexandria Journal of Pediatrics. 30(2), 61-67.
Bernardi, S., Faraone, S. V., Cortese, S., Kerridge, B. T., Pallanti, S., Wang, S., &
Blanco, C. (2012). The lifetime impact of attention deficit hyperactivity disorder: Results from the National Epidemiologic Survey on Alcohol and Related Conditions (NESARC).
Psychological Medicine. 42(4), 875-884.
Coghill, D. R., Rhodes, S. M., & Matthews, K. (2007). The neuropsychological effects of chronic methylphenidate on drug-naive boys with attention-deficit/hyperactivity disorder. Biological Psychiatry. 62(9), 954-962.
Cohen, L., Manion, L., & Morrison, K. (2013). Research methods in education. Routledge.
Demontis, D., Walters, R. K., Martin, J., Mattheisen, M., Als, T. D., & Agerbo, E. (2019): Discovery of the first genome-wide significant risk loci for attention deficit/hyperactivity disorder. Nat Genet. 51, 63-75.
Dupaul, G. J., Rapport, M. D., & Perriello, L. M. (1991). Teacher rating of academic skills: The development of the academic performance rating scale, Journal of School Psychology Review. 20(2), 284-300.
Evans, S. W., Langberg, J. M., Schultz, B. K., Vaughn, A., Altaye, M., Marshall, S. A., & Zoromski, A. K. (2016). Evaluation of a school-based treatment program for young adolescents with ADHD. Journal of Consulting and Clinical Psychology. 84(1), 15-30.
Faraone, S. V., Asherson, P., Banaschewski, T., Biederman, J., Buitelaar, J. K, Ramos-Quiroga, J. A., Rohde, L. A., Sonuga-Barke, E. J., Tannock, R., & Franke, B. (2015). Attention-deficit/hyperactivity disorder. Nature Reviews Disease Primers. 1(15020).
Gallagher, R., Abikoff, H. B., & Spira, E. G. (2014). Organizational skills training for children with ADHD: An empirically supported treatment. Guilford Publications.
LaCount, P. A., Hartung, C. M., Shelton, C. R., & Stevens, A. E. (2018). Efficacy of an organizational skills intervention for college students with ADHD symptomatology and academic difficulties. Journal of Attention Disorders. 22(4), 356-367.
Merrill, B. M., Morrow, A. S., Altszuler, A. R., Macphee, F. L., Gnagy, E. M., Greiner, A. R., & Pelham, W. E. (2017). Improving homework performance among children with ADHD: A randomized clinical trial. Journal of Consulting and Clinical Psychology. 85(2), 111-122.
Mitchell, K. (2015). An examination of a homework and organizational skills intervention for middle school students with attention deficit hyperactivity disorder. Master of Dissertation. Faculty of Language, Literacy, and Special Education, Rowan University, USA.
Pelham. E., & Fabiano, G. A. (2008). Evidence-based psychosocial treatments for attention- deficit/hyperactivity disorder. Journal of Clinical Child and Adolescent Psychology. 37(1), 184–214.
Pfiffner, L. J., Hinshaw, S. P., Owens, E., Zalecki, C., Kaiser, N. M., Villodas, M., & McBurnett, K. (2014). A two-site randomized clinical trial of integrated psychosocial treatment for ADHD-inattentive type. Journal of Consulting and Clinical Psychology. 82(6), 1115-1127.
Rumohr, D. J. (2018). All These Deadlines and I Don’t Know Where My Papers Are: A Direct Measure of Organizational Skills Training of 3rd, 4th and 5th Grade General Education Students. Ph.D. Dissertation. Faculty of Psychology, Philadelphia College of Osteopathic Medicine, USA.
Sadr Alsadat, L., Hooshyari, Z.,
Sadr Alsadat, S. J., Mohammadi, M. R., Rouzbahani, A., & Shirmardi, A. (2010). Determination of Psychometrics Indices of SNAP-IV Rating Scale in Teachers Execution.
Journal of Isfahan Medical School.
28(110), 484-494.
Sibley, M. H. (2016). Parent-teen therapy for executive function deficits and ADHD. Building skills and motivation. New York: Guilford.
Skoe, E., & Kraus, N. (2012). A little goes a long way: Howthe adult brain is shaped bymusical training in childhood. Journal of Neuroscience. 32(34), 11507–11510.
Spruijt, A. M., Dekker, M. C., Ziermans, T. B., & Swaab, H. (2019). Educating parents to improve parent–child interactions: Fostering the development of attentional control and executive functioning. British Journal of Educational Psychology. 41(7), 37-51.
Storer, J. L., Evans, S. W., & Langberg, J. M. (2014). Organization interventions for children and adolescents with attention-deficit/hyperactivity disorder (ADHD). Handbook of school mental health (pp. 385-398).
Wennberg, B., Janeslätt, G., Kjellberg, A., & Gustafsson, P. A. (2018). Effectiveness of time-related interventions in children with ADHD aged 9–15 years: a randomized controlled study. European Child & Adolescent Psychiatry. 27(3), 329-342.
Yaghmaei, S., Malekpour, M., & Ghamarani, A. (2019). The Effectiveness of Barkley's Parent Training on Social Skills of Students with Attention Deficit/Hyperactivity Disorder. Social Behavior Research & Health. 3(1), 349-359.