1. Katz LJ, Goldstein G, Beers SR. Learning disabilities in older adolescents and adults: clinical utility of the neuropsychological perspective. Boston, MA: Springer US; 2001, pp: 51-63. [Link] [DOI:10.1007/b108001]

2. Tanguay PB. Nonverbal learning disabilities at school. Educating students with NLD, Asperger Syndrome, and related conditions / Response. Br J Educ Psychol. 2003; 73: 445-447. [Link]

3. Harackiewicz JM, Linnenbrink EA. Multiple achievement goals and multiple pathways for learning: the agenda and impact of Paul R. Pintrich. Educ Psychol. 2005; 40(2): 75-84. [Link] [DOI:10.1207/s15326985ep4002_2]

4. Metsala JL, Galway TM, Ishaik G, Barton VE. Emotion knowledge, emotion regulation, and psychosocial adjustment in children with nonverbal learning disabilities. Child Neuropsychol. 2017; 23(5): 609-629. [Link] [DOI:10.1080/09297049.2016.1205012]

5. Semrud-Clikeman M. Neuropsychological aspects for evaluating learning disabilities. J Learn Disabil. 2005; 38(6): 563-568. [Link] [DOI:10.1177/00222194050380061301]

6. Colbert AM, Bo J. Evaluating relationships among clinical working memory assessment and inattentive and hyperactive/impulsive behaviors in a community sample of children. Res Dev Disabil. 2017; 66: 34-43. [Link] [DOI:10.1016/j.ridd.2017.04.010]

7. Klein E, Moeller K, Huber S, Willmes K, Kiechl-Kohlendorfer U, Kaufmann L. Gestational age modulates neural correlates of intentional, but not automatic number magnitude processing in children born preterm. Int J Dev Neurosci. 2018; 65: 38-44. [Link] [DOI:10.1016/j.ijdevneu.2017.10.004]

8. Dowker A. Early identification and intervention for students with mathematics difficulties. J Learn Disabil. 2005; 38(4): 324-332. [Link] [DOI:10.1177/00222194050380040801]

9. Geary DC. Role of cognitive theory in the study of learning disability in mathematics. J Learn Disabil. 2005; 38(4): 305-307. [Link] [DOI:10.1177/00222194050380040401]

10. Nejati V, Shahidi S, Helmi S. Enhancement of executive functions with cognitive rehabilitation in older adults. Journal of Modern Rehabilitation. 2016; 10(3): 120-127. [Link]

11. Seidman LJ. Neuropsychological functioning in people with ADHD across the lifespan. Clin Psychol Rev. 2006; 26(4): 466-485. [Link] [DOI:10.1016/j.cpr.2006.01.004]

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

13. Dovis S, Van der Oord S, Wiers RW, Prins PJM. 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. 2015; 10(4): e0121651. [Link] [DOI:10.1371/journal.pone.0121651]

14. Agha Babaei S, Amiri S. Visual-spatial component of working memory and short-term memory in students with learning disorders and comparison with normal students. Journal of Cognitive Psychology. 2015; 2(4): 1-9. [Persian]. [Link]

15. Mosaiebi N, Mirmahdi R. The effectiveness of cognitive rehabilitation computer (CRT) in the improvement of working memory in children with attention deficit reduction, continuous attention deficit / hyperactivity disorder (ADHD). Journal of Psychological Methods and Models. 2018; 8(29): 105-124. [Persian]. [Link]

16. Landerl K, Willburger E. Temporal processing, attention, and learning disorders. Learn Individual Differ. 2010; 20(5): 393-401. [Link] [DOI:10.1016/j.lindif.2010.03.008]

17. Sterr AM. Attention performance in young adults with learning disabilities. Learn Individual Differ. 2004; 14(2): 125-133. [Link] [DOI:10.1016/j.lindif.2003.10.001]

18. Arghavani M, MosaviNasab MH, Khezri Moghadam N. The effectiveness of cognitive empowerment on executive functions (inhibition, updating and shifting) in students with learning disorder. Journal of Cognitive Strategies in Learning. 2017; 5(8): 205-222. [Persian]. [Link]

19. Amani O, Mazaheri MA, Nejati V, Shamsian S. Effectiveness of cognitive rehabilitation in executive functions (attention and working memory) in adolescents survived from acute lymphoblastic leukemia with a history of chemotherapy: a randomized clinical trial. Journal of Mazandaran University of Medical Sciences. 2017; 27(147): 126-138. [Persian]. [Link]

20. Gray SA, Chaban P, Martinussen R, Goldberg R, Gotlieb H, Kronitz R, et al. 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. J Child Psychol Psychiatry. 2012; 53(12): 1277-1284. [Link] [DOI:10.1111/j.1469-7610.2012.02592.x]

21. Ghamari H, Narimani M, Mahmoodi H. The effectiveness of cognition-promoting software on executive functions, response inhibition and working memory of children with dyslexia and attention dificit/hyperactivity. Journal of Learning Disabilities. 2012; 1(2): 98-115. [Persian]. [Link]

22. Haroon Rashidi H, Moradimanesh F. A comparison of developmental language of children with verbal and nonverbal learning disabilities. Journal of Learning Disabilities. 2014; 3(310): 100-111. [Persian]. [Link]

23. Fletcher JM, Lyon GR, Fuchs LS, Barnes MA. Learning disabilitiesfrom identification to intervention. 2nd ed. New York: Guilford Publications; 2018, pp: 232-275. [Link]

24. Sohlberg MM, Mateer CA. Cognitive rehabilitation: An integrative neuropsychological approach. New York, NY, US: Guilford Press; 2001, pp: 162-166. [Link]

25. Kesler SR, Lacayo NJ, Jo B. A pilot study of an online cognitive rehabilitation program for executive function skills in children with cancer-related brain injury. Brain Inj. 2011; 25(1): 101-112. [Link] [DOI:10.3109/02699052.2010.536194]

26. Biederman J. Attention-deficit/hyperactivity disorder: a selective overview. Biol Psychiatry. 2005; 57(11): 1215-1220. [Link] [DOI:10.1016/j.biopsych.2004.10.020]

27. McCloskey G, Perkins LA, Divner BV. Assessment and intervention for executive function difficulties. 1 edition. New York, NY: Routledge; 2008, pp: 102-107. [Link] [DOI:10.4324/9780203893753]

28. Bagheri F. d2, the test of selective attention, concentration and effort. Tehran: Arjmand; 2012, pp: 5-130. [Persian].

29. Sadeghi A, Rabiee M, Abedi MR. Validation and reliability of the wechsler intelligence scale for children-IV. Journal of Developmental Psychology (Iranian Psychologists). 2011; 7(28): 377-386. [Persian]. [Link]

30. Mohammadesmaeil E, Hooman HA. Adaptation and standardization of the Iran key-math test of mathematics. Journal of Exceptional Children. 2003; 2(4): 323-332. [Persian]. [Link]

31. Nejati V. The designing and normalization of attention registration test in children. Journal of Research of Behavioural in Sciences. 2015; 13(4): 519-524. [Persian]. [Link]

32. Radfar F, Nejati V, Fathababdi J, Layegh H. Effect of attention training on working memory function and reading components in pupils with dyslexia: a single-subject design study. Journal of Mazandaran University of Medical Sciences. 2016; 26(142): 194-212. [Persian]. [Link]

33. Najarzadegan M, Nejati V, Amiri N. Effect of cognitive rehabilitation of working memory in reducing behavioral symptoms (attention deficit and impulsivity) of children with attention deficit and hyperactivity disorder. Neuropsychology. 2015; 1(1):52-45. [Persian]. [Link]