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Cicerone, K. D., Langenbahn, D. M., Braden, C., Malec, J. F., Kalmar, K., Fraas, M., Felicetti, T., Laatsch, L., Harley, J. P., Bergquist, T., Azulay, J., Cantor, J., & Ashman, T. (2011). Evidence-Based Cognitive Rehabilitation: Updated Review of the Literature from 2003 through 2008. Archives of Physical Medicine and Rehabilitation, 92, 519-530.
https://doi.org/10.1016/j.apmr.2010.11.015

has been cited by the following article:

• TITLE: Development of a Neuropsychological Rehabilitation Program for Executive Functions in Students with Developmental Dyslexia

  AUTHORS: Ricardo Franco de Lima, Cíntia Alves Salgado Azoni, Sylvia Maria Ciasca

  KEYWORDS: Dyslexia, Executive Functions, Self-Regulated Learning, Intervention, Neuropsychological Rehabilitation

  JOURNAL NAME: Psychology, Vol.8 No.8, June 12, 2017

  ABSTRACT: Neuropsychological rehabilitation and self-regulated learning models are commonly used in intervention programs for students with learning disorders. However, systematic programs with this same objective are scant. Here we describe the development and evaluation of a neuropsychological rehabilitation program for the executive functions of students with dyslexia. The program is separated in stages comprising: theoretical basis foundation, definition of session structures and development of support material, evaluation by three expert judges, revision, and elaboration of the final version. The final program consists of thirty sessions divided into four modules, including (1) psychoeducation; (2) orientation for parents and teachers; (3) executive functions applied to study competencies; and (4) executive functions applied to reading comprehension. Judges evaluated 53 items associated with theoretical basis, clinical principles, support material and modules. The items were distributed on the Likert scale as inadequate (0), partially adequate (1), and adequate (2). Five items had an agreement index of 67%, the rest had 100%. The Kappa coefficients were “excellent” (theoretical basis, clinical principles and orientation module) or “satisfactory” (support materials, psycho-education modules, competencies and reading). Suggestions from the judges were incorporated into the program’s final version. A discussion of our results sheds light on the possible implications of the program for the stimulation of executive functioning in developmental dyslexia.