References    

1. Semrud-Clikeman M, Ellison PAT. Child neuropsychology. New York: Springer; 2009.
2. Badian NA. Persistent arithmetic, reading, or arithmetic and reading disability. Ann Dyslexia 1999; 49:43.
3. Lyon GR. Reading development, reading difficulties, and reading instruction educational and public health issues. J Sch Psychol 2002; 1:3-6.
4. Ackerman PT, Anhalt JM, Dykman RA. Arithmetic automatization failure in children with attention and reading disorders: Associations and sequela. J Learn Disabilities 1986; 19:222-32.
5. Ellison T. Child neuropsychology. New York: Springer; 2007.
6. Swanson HL, Jerman O. The influence of working memory on reading growth in subgroups of children with reading disabilities. J Exper Child Psychol 2007; 96:249-83.
7. Hughes C. Executive function in preschoolers: Links with theory of mind and verbal ability. Br J Dev Psychol 1998; 16:233-53.
8. Semrud-Clikeman M. Neuropsychological aspects for evaluating learning disabilities. J Learn Disabilities 2005; 38:563-8.
9. Di Nuovo SF, Buono S. Psychiatric syndromes comorbid with mental retardation: differences in cognitive and adaptive skills. J Psychiatric Res 2007; 41:795-800.
10. Lanfranchi S, Carretti B, Spanò G, Cornoldi C. A specific deficit in visuospatial simultaneous working memory in Down syndrome. J Intellectual Disabil Res 2009; 53:474-83.
11. Barkley R. Taking charge of ADHD, revised edition: the complete, authoritative guide for parents. New York: Guilford; 2013.
12. Loftis CW. An ecological validity study of executive function measures in children with and without attention deficit hyperactivity disorder. Florida: University of Florida; 2004.
13. Dawson P, Guare R. Executive skills in children and adolescents: a practical guide to assessment and intervention: New York: Guilford Publications; 2018.
14. Gogtay N, Giedd J, Rapoport JL. Brain development in healthy, hyperactive, and psychotic children. Arch Neurol 2002; 59:1244-8.
15. Zelazo PD, Müller U, Frye D, Marcovitch S, Argitis G, Boseovski J, et al. The development of executive function in early childhood. Monographs Soc Res Child Dev 2003; 1:i-151.
16. Dowker A. Early identification and intervention for students with mathematics difficulties. J Lear Disabilities 2005; 38:324-32.
17. Ferrier DE, Bassett HH, Denham SA. Relations between executive function and emotionality in preschoolers: Exploring a transitive cognition–emotion linkage. Frontiers Psychol 2014; 5:487.
18. Ferrier DE, Bassett HH, Denham SA. Relations between executive function and emotionality in preschoolers: Exploring a transitive cognition–emotion linkage. Frontiers Psychol 2014; 5:487.
19. Pekrun R, Lichtenfeld S, Marsh HW, Murayama K, Goetz T. Achievement emotions and academic performance: Longitudinal models of reciprocal effects. Child Dev 2017; 88:1653-70.
20. Lanfranchi S, Jerman O, Dal Pont E, Alberti A, Vianello R. Executive function in adolescents with Down syndrome. J Intellectual Disabil Res 2010; 54:308-19.
21. Rowe J, Lavender A, Turk V. Cognitive executive function in Down's syndrome. Br J Clin Psychol 2006; 45:5-17.
22. Sally Lynn R. Maternal perceptions: The change process during participation in an early intervention program. Kent: Kent State University; 2002.
23. Borgatti R, Piccinelli P, Montirosso R, Donati G, Rampani A, Molteni L, et al. Study of attentional processes in children with idiopathic epilepsy by Conners' Continuous Performance Test. J Child Neurol 2004; 19:509-15.
24. Jadidi M, Abedi A. Normalization of Conners Neuropsychological Questionnaire on 5-12 Year Old Children in Isfahan. J Modern Appr Educ 2011; 3:19-30.
25. Abedi A, Malakpoor M. Investigation of efficacy of educational–psychological early interventions for improving executive functions and attention of children with neuropsychological learning disabilities. J New Educ Approch 2010; 5:65-86.
26. Kamkari K. Practical guide to the new testament of the test of intelligence in Tehran: Tehran: Efficient School Publications; 2011.
27. Farid F, Kamkary K, Safarinia M, Afroz S. The comparison of diagnostic validity of new version of tehran- stanford binet intelligence scales (TSB-5) and wechsler intelligence scales for children- fourth edition (WISC-4) in children with learning disability. J Learn Disabilities 2015; 4:70-83.
28. Bierman KL, Nix RL, Greenberg MT, Blair C, Domitrovich CE. Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program. Dev Psychopathol 2008; 20:821-43.
29. Westerberg H, Jacobaeus H, Hirvikoski T, Clevberger P, Östensson M-L, Bartfai A, et al. Computerized working memory training after stroke–a pilot study. Brain Inj2007; 21:21-9.
30. Alloway T. Working memory and executive function profiles of individuals with borderline intellectual functioning. J Intellect Disabil Res 2010; 54:448-56.
31. Enriquez-Geppert S, Huster RJ, Herrmann CS. Boosting brain functions: Improving executive functions with behavioral training, neurostimulation, and neurofeedback. Int J Psychophysiol 2013; 88:1-16.
32. Söderqvist S, Bergman Nutley S, Ottersen J, Grill KM, Klingberg T. Computerized training of non-verbal reasoning and working memory in children with intellectual disability. Front Hum Neurosci 2012; 6:271.
33. Demily C, Rigard C, Peyroux E, Chesnoy-Servanin G, Morel A, Franck N. «Cognitus & Moi»: a computer-based cognitive remediation program for children with intellectual disability. Front Psychiatry 2016; 7:10.
34. Valera EM, Seidman LJ. Neurobiology of attention-deficit/hyperactivity disorder in preschoolers. Infants Young Children 2006; 19:94-108.
35. Johnson J, Im‐Bolter N, Pascual‐Leone J. Development of mental attention in gifted and mainstream children: the role of mental capacity, inhibition, and speed of processing. Child Dev 2003; 74:1594-614.
36. Memisevic H, Sinanovic O. Executive function in children with intellectual disability–the effects of sex, level and aetiology of intellectual disability. J Intellectual Disabil Res 2014; 58:830-7.
37. Gartland D, R. S. Learning disabilities and young children Identification and intervention. Learn Disabil Quart 2007; 30:63-72.
38. Kauffman J, Hallahan DP. Exceptional children: introduction to special education: New York: Prentice-Hall International, Inc; 2008.
39. Kirk S, Gallagher JJ, Coleman MR, Anastasiow NJ. Educating exceptional children: Massachusetts: Cengage Learning; 2011.
40. Arjmandnia AA, Sharifi A, Rostami R. The effectiveness of computerized cognitive training on the performance of visual-spatial working memory of students with mathematical problems. J Learn Disabilities 2014; 3:6-24.
41. Cowan N. The magical number 4 in short-term memory: a reconsideration of mental storage capacity. Behav Brain Sci 2001; 24:87-114.
42. Schwarb H, Nail J, Schumacher EH. Working memory training improves visual short-term memory capacity. Psychol Res 2016; 80:128-48.
43. Bexkens A, Ruzzano L, Collot d'Escury‐Koenigs A, Van der Molen M, Huizenga H. Inhibition deficits in individuals with intellectual disability: a meta‐regression analysis. J Intellectual Disability Res 2014; 58:3-16.
44. Schuiringa H, van Nieuwenhuijzen M, Orobio de Castro B, Matthys W. Executive functions and processing speed in children with mild to borderline intellectual disabilities and externalizing behavior problems. Child Neuropsychol 2017; 23:442-62.
45. Raaijmakers MA, Smidts DP, Sergeant JA, Maassen GH, Posthumus JA, Van Engeland H, et al. Executive functions in preschool children with aggressive behavior: Impairments in inhibitory control. J Abnormal Child Psychol 2008; 36:1097.