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Ruzena Krtkova, Arnost Krtek, Marketa Pesoutova, Zdenek Meier, Peter Tavel, Klara Malinakova & Radek Trnka. (2023) What influences do parents perceive as supportive of school well-being and the inclusion of children with ADHD?: A qualitative study. European Journal of Special Needs Education 38:2, pages 218-232.
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Arnost Krtek, Klara Malinakova, Ruzena Krtkova Rudnicka, Marketa Pesoutova, Vendula Zovincova, Zdenek Meier, Peter Tavel & Radek Trnka. (2022) Ambivalent bonds, positive and negative emotions, and expectations in teachers’ perceptions of relationship with their students with ADHD. International Journal of Qualitative Studies on Health and Well-being 17:1.
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Clio Stearns. (2015) Bad kids and bad feelings: What children's literature teaches about ADHD, creativity, and openness. Curriculum Inquiry 45:4, pages 410-426.
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Mandi Davis Skerbetz & Douglas E. Kostewicz. (2015) Consequence Choice and Students with Emotional and Behavioral Disabilities: Effects on Academic Engagement. Exceptionality 23:1, pages 14-33.
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Jody Sherman, Carmen Rasmussen & Lola Baydala. (2008) The impact of teacher factors on achievement and behavioural outcomes of children with Attention Deficit/Hyperactivity Disorder (ADHD): a review of the literature. Educational Research 50:4, pages 347-360.
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Articles from other publishers (8)
Emma Charabin, Emma A. Climie, Courtney Miller, Kristina Jelinkova & Jessica Wilkins. (2023) “I’m Doing Okay”: Strengths and Resilience of Children With and Without ADHD. Journal of Attention Disorders 27:9, pages 1009-1019.
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Que Zheng, Yu Yan Cheng, Edmund Sonuga-Barke & Kathy Kar-man Shum. (2022) Do Executive Dysfunction, Delay Aversion, and Time Perception Deficit Predict ADHD Symptoms and Early Academic Performance in Preschoolers. Research on Child and Adolescent Psychopathology 50:11, pages 1381-1397.
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Alexandra Sewell & Jane Park. (2021) A three‐factor model of educational practice considerations for teaching neurodiverse learners from a strengths‐based perspective. Support for Learning 36:4, pages 678-694.
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Edmund J.S. Sonuga‐Barke & R.M. Pasco Fearon. (2019)
Commentary: ‘Ready or not here I come’: developmental immaturity as a driver of impairment and referral in young‐for‐school‐grade
ADHD
children. A reformulation inspired by Whitely et al. (2019)
. Journal of Child Psychology and Psychiatry 60:4, pages 392-394.
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Young-Kyung Cho & Wan-Ju Park. (2014) Effects of teachers' internal-external control and leadership type on educational intervention for School-aged Attention Deficit Hyperactivity Disorder. The Journal of Korean Academic Society of Nursing Education 20:3, pages 382-391.
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강민채 & 박현주. (2014) Knowledge and Efficacy of Elementary School Teachers Regarding ADHD. The Journal of Special Children Education 16:2, pages 455-475.
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최연숙 & Park,Won-Hee. (2012) An Empirical Study on the Attitude of High School Teachers toward Students with ADHD Symptoms in Integrated School Environment. The Journal of Inclusive Education 7:1, pages 73-96.
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Il Young YooJinsuk RaEuigeum OhMinjeong Kim. (2009) Knowledge and Attitude to Attention Deficit Hyperactive Disorder in Korean Preschool Teachers. Journal of Korean Academy of Child Health Nursing 15:4, pages 383.
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