Document Type : Original Article
Authors
Department of Psychology and Education of Exceptional Children, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran.
Abstract
Keywords
Main Subjects
American Psychiatric Association (APA) (2022). Diagnostic and Statistical Manual of Mental Disorders, 5th edition (DSM-V-TR). Washington, DC: American Psychiatric Press.
Apter, B. J. (2012). Do computerised training programmes designed to improve working memory work? Educational Psychology in Practice, 28(3), 257–272. https://doi.org/10.1080/02667363.2012.712915
Barletta, V. S., Caruso, F., Di Mascio, T., & Piccinno, A. (2023). Serious games for autism based on immersive virtual reality: a lens on methodological and technological challenges. In International Conference in Methodologies and intelligent Systems for Techhnology Enhanced Learning (pp. 181-195). Springer, Cham.
Beck, L. H., Bransome, E. D J. R., Mirsky, A. F., Rosvold, H. E., Sarason, I. (1956). A continuous performance test of brain damage. J Consult Psychol, 20(5), 343-350. https://doi.org/10.1037/h0043220
Benyakorn, S., Calub, C. A., Riley, S. J., Schneider, A., Iosif, A. M., Solomon, M., Hessl, D., & Schweitzer, J. B. (2018). Computerized cognitive training in children with autism and intellectual disabilities: Feasibility and satisfaction study. Journal of Medical Internet Research, 5(2). E4. https://doi.org/10.2196/mental.9564
Bul, K. C.M., Kato, P. M., Der oord, S. V., Dankaerts, M., Vreeke, L. J., Willems, A., van Oers, H. J., Heuvel, V. D., Birnie, D., Amelsvoort, T., A., V., Franken, I. H., & Maras, A. (2016). Behavioral Outcome Effect of Serious Gaming as an Adjunct to Treeatment for Children with Attention- Deficit/Hyperactivity Disorder: A Randomized Controlled Trial. Journal of Medial Internet Research. doi: 10.2196/jmir.5173/ 18(2): e26.
Caplan, B., Kreutzer, J. S., & DeLuca, J. (2018). Encyclopedia of Clinical Neuropsychology; With 230 Figures and 197 Tables. Second Ed. Springer International Publishing, 3371-3375.
Damaševičius, R., Maskeliūnas, R., & Blažauskas, T. (2023). Serious games and gamification in healthcare: a meta-review. Information, 14(2), 105.
de Carvalho, A. P., Braz, C. S., dos Santos, S. M., Ferreira, R. A., & Prates, R. O. (2024). Serious games for children with autism spectrum disorder: A systematic literature review. International Journal of Human–Computer Interaction, 40(14), 3655-3682.
Demetriou, E. A., DeMayo, M. M, Guastella, A. J. (2019). Executive Function in Autism Spectrum Disorder: History, Theoretical Models, Empirical Findings, and Potential as an Endophenotype. Front Psychiatry, 10, 753. https://doi.org/10.3389/fpsyt.2019.00753
Diniz, C. R. A. F., & Crestani, A. P. (2023). The times they are a-changin’: a proposal on how brain flexibility goes beyond the obvious to include the concepts of “upward” and “downward” to neuroplasticity. Molecular Psychiatry, 28(3), 977-992.
Elbeltagi, R., Al-Beltagi, M., Saeed, N. K., & Alhawamdeh, R. (2023). Play therapy in children with autism: Its role, implications, and limitations. World Journal of Clinical Pediatrics, 12(1), 1.
Emadifar, F., & Gorji, Y. (2017). The effectiveness of attention training on attention control, focused attention and scattered attention of female students with test anxiety. Child Mental Health Quarterly, Volume 4, Number 1, pp. 67-77.
Friedman, L., & Sterling, A. (2019). A review of language, executive function, and intervention in autism spectrum disorder. Seminars in Speech and Language (Thieme Medical Publishers), 40(4), 291-304. https://doi.org/10.1055/s-0039-1692964
Granader, Y., Wallace, G. L., Hardey, K. K., Yerys, B. E., Lawson, R. A., Rosenthal, M., Wills, M. C., Dixon, E., Pandey, J., Penna, R., Schultz, R. T., & Kenworthy, L. (2014). Characterizing the factor structure of parent reported executive function in autism spectrum disorders: The impact of cognitive inflexibility. Journal of Autism and Developmental Disorder, 44(12), 3056–3062. https://doi.org/10.1037/t31298-000
John, T. S., Dawson, G., & Estes, A. (2018). Brief report: Executive function as a predictor of academic achievement in school age children with ASD. Journal of Autism and Developmental Disabilities, 48(1), 276–283.
Johnson, K., Murray, K., Spain, D., Walker, I., & Russell, A. (2019). Executive function: Cognition and behaviour in adults with autism spectrum disorders (ASD). Journal of Autism and Developmental Disorders, 49(10), 4181–4192. https://doi.org/10.1007/s10803-019-04133-7
Kerns, K. A., Macoun, S. J., MacSween, J., Pei, J., & Hutchinson, M. (2016). Attention and working memory training: A feasibility study in children with neurodevelopmental disorders. Applied Neuropsychology: Child, 6(2), 120–137. https://doi.org/10.1080/21622965.2015.1109513
Kerns, K. A., Macoun, S. J., MacSween, J., Pei, J., & Hutchinson, M. (2016). Attention and working memory training: A feasibility study in children with neurodevelopmental disorders. Applied Neuropsychology: Child, 6(2), 120–137. https://doi.org/10.1080/21622965.2015.1109513
Klingberg, T. (2010). Training and plasticity of working memory. Trends in Cognitive Sciences, 14(7), 317–324. https://doi.org/10.1016/j.tics.2010.05.002
Lai, C. L. E., Lau, Z., Lui, S. S. Y., Lok, E., Tam, V., Chan, Q., Cheng, K. M., Lam, S. M., & Cheung, E. F. C. (2017). Meta-analysis of neuropsychological measures of executive functioning in children and adolescents with high-functioning autism spectrum disorder. Autism research: official journal of the International Society for Autism Research, 10(5), 911–939. https://doi.org/10.1002/aur.1723
Lee, C. S., Pei, J., Andrew, G., Kerns, K., & Rasmussen, C. (2016). Effects of working memory training on children born preterm. Applied Neuropsychology: Child, 6(4), 281-296. https://doi.org/10.1080/21622965.2016.1161513
Macoun, S. J., Pyne, S., MacSween, J., Lewis, J., & Sheehan, J. (2020). Feasibility and potential benefits of an attention and executive function intervention on metacognition in a mixed pediatric sample. Applied Neuropsychology: Child, 11(3), 240–252. https://doi.org/10.1080/21622965.2020.1794867
Macoun, S. J., Pyne, S., MacSween, J., Lewis, J., & Sheehan, J. (2020). Feasibility and potential benefits of an attention and executive function intervention on metacognition in a mixed pediatric sample. Applied Neuropsychology: Child, 11(3), 240–252. https://doi.org/10.1080/21622965.2020.1794867
Martin-Moratinos, M., Bella-Fernández, M., & Blasco-Fontecilla, H. (2023). Effects of music on attention-deficit/hyperactivity disorder (ADHD) and potential application in serious video games: systematic review. Journal of medical Internet research, 25, e37742.
Melby-Lervag, M., & Hulme, C. (2016). There is no convincing evidence that working memory training is effective: A reply to Au et al. (2014) and Karbach and Verhaeghen. Psychonomic Bulletin and Review, 23(1), 324–330. http://doi.org/10.3758/s13423-015-0862-z
Morrison, A. B., & Chein, J. M. (2011). Does working memory training work? The promise and challenges of enhancing cognition by training working memory. Psychonomic Bulletin & Review, 18(1), 46–60. https://doi.org/10.3758/s13423-010-0034-0
Redondo, P., G., Garcia, T., Areces, D., Nunez, J., C., & Rodriguez, C. (2019). Serious games and their effect improving attention in student with learning disabilities. International Journal of Environmental Research and Public Health, doi:10.3390/ijerph16142480,1-12.
Rezayi, S., Tehrani-Doost, M., & Shahmoradi, L. (2023). Features and effects of computer-based games on cognitive impairments in children with autism spectrum disorder: an evidence-based systematic literature review. BMC psychiatry, 23(1), 2.
Shah Mohammadi, M. Entesarfooti, G. H., Hejazi, M., & Asadzadeh, H. (2019). The effect of cognitive rehabilitation exercise program on nonverbal intelligence, attention and concentration, and academic performance of students with learning disabilities. Child Mental Health Quarterly, Volume 6, Number 2, pp. 93-106.
Shamsi, A. H., Qamrani, A., & Siadatian, S. H. (2018). Meta-analysis of the effect of computer game-based cognitive rehabilitation on attention deficit hyperactivity disorder. Fourth National Conference and Second International Conference "Computer Games, Opportunities and Challenges".
Shipstead, Z., Hicks, K. L., & Engle, R. W. (2012). Cogmed working memory training: Does the evidence support the claims? Journal of Applied Research in Memory and Cognition, 1(3), 185–193. https://doi.org/10.1016/j.jarmac.2012.06.003
Smith-Spark, J. H., Henry, L. A., Messer, D. J., Edvardsdottir, E., & Zięcik, A. P. (2016). Executive functions in adults with developmental dyslexia. Research in Developmental Disabilities, 53, 323-341. https://doi.org/10.1016/j.ridd.2016.03.001
Tertuliano, M. L., Lopes, I. F., Coelho, T., & Fernandes, Â. (2024). Playing to Improve Memory: How Serious Games and Gamification Have Contributed to the Neurocognitive Rehabilitation of the Elderly. In Handbook of Research on Advances in Digital Technologies to Promote Rehabilitation and Community Participation (pp. 187-207). IGI Global.
Waizbard-Bartov, E., & Miller, M. (2023). Does the severity of autism symptoms change over time? A review of the evidence, impacts, and gaps in current knowledge. Clinical psychology review, 99, 102-230.
Weckstein, S. M., Weckstein, E. J., Parker, C. D., & Westerman, M. W. (2017). A retrospective chart analysis with follow-up of Cogmed working memory training in children and adolescents with Autism Spectrum Disorder. Medical Science Monitor Basic Research, 23, 336–343. https://doi.org/10.12659/msmbr.904930