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Child & Family Behavior Therapy Volume 31, 2009 - Issue 2
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ARTICLES

A Comparison of Teacher and Parent Delivered Consequences: Improving Classroom Behavior in Low-Income Children with ADHD

Jennette L. Palcic Department of Psychiatry and Psychology, Baylor College of Medicine, Houston, Texas, USA; Department of Psychology Louisiana State University, Baton Rouge, Louisiana, USA
,
Nichole Jurbergs St. Jude Children's Research Hospital, Memphis, Tennessee, USA
&
Mary Lou Kelley Department of Psychology Louisiana State University, Baton Rouge, Louisiana, USACorrespondence[email protected]
Pages 117-133 | Received 05 Oct 2007, Accepted 03 Sep 2008, Published online: 06 Jun 2009

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Read on this site (6)

Sim Yin Tan, Lindsey H. Steding, Erica E. Coates & Heather Agazzi. (2018) Parent-Child Interaction Therapy and ADHD: A Case Study With a Hearing Child of a Deaf Father and a Hearing Mother. Child & Family Behavior Therapy 40:1, pages 65-83.
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Rebekah Cole, Rebecca Cowan & Laurie Craigen. (2015) Building partnerships with low-income families of students with Attention Deficit Hyperactivity Disorder: Implications for professional school counselors. Journal of Children and Poverty 21:1, pages 47-58.
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P. Gill & R. Remedios. (2013) How should researchers in Education operationalise on-task behaviours?. Cambridge Journal of Education 43:2, pages 199-222.
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George J. DuPaul, Tanya L. Eckert & Brigid Vilardo. (2012) The Effects of School-Based Interventions for Attention Deficit Hyperactivity Disorder: A Meta-Analysis 1996–2010. School Psychology Review 41:4, pages 387-412.
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KashundaL. Williams, GeorgeH. Noell, BethA. Jones & KristinA. Gansle. (2012) Modifying Students' Classroom Behaviors Using an Electronic Daily Behavior Report Card. Child & Family Behavior Therapy 34:4, pages 269-289.
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Nichole Jurbergs, JennetteL. Palcic & MaryL. Kelley. (2010) Daily Behavior Report Cards with and without Home-Based Consequences: Improving Classroom Behavior in Low Income, African American Children with ADHD. Child & Family Behavior Therapy 32:3, pages 177-195.
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Articles from other publishers (6)

Zewelanji N. Serpell, Trakita Wilkerson, Steven W. Evans, Melissa Nortey-Washington, Rhonda Johnson-White & Carl E. Paternite. (2020) Developing a Framework for Curtailing Exclusionary Discipline for African-American Students with Disruptive Behavior Problems: A Mixed-Methods Approach. School Mental Health 12:4, pages 661-676.
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Robert Ray Ogle, Stacy Lynn Frazier, Sarah Ashley Helseth, Kelly Cromer & Nephtalie Lesperance. (2017) Does Poverty Moderate Psychosocial Treatment Efficacy for ADHD? A Systematic Review. Journal of Attention Disorders 24:10, pages 1377-1391.
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Darren A. Moore, Abigail E. Russell, Justin Matthews, Tamsin J. Ford, Morwenna Rogers, Obioha C. Ukoumunne, Dylan Kneale, Jo Thompson‐Coon, Katy Sutcliffe, Michael Nunns, Liz Shaw & Ruth Gwernan‐Jones. (2018) School‐based interventions for attention‐deficit/hyperactivity disorder: A systematic review with multiple synthesis methods. Review of Education 6:3, pages 209-263.
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Kellina Pyle & Gregory A. Fabiano. (2017) Daily Report Card Intervention and Attention Deficit Hyperactivity Disorder: A Meta-Analysis of Single-Case Studies. Exceptional Children 83:4, pages 378-395.
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Cynthia P. Paidipati, Bridgette Brawner, Ricardo Eiraldi & Janet A. Deatrick. (2017) Parent and Family Processes Related to ADHD Management in Ethnically Diverse Youth. Journal of the American Psychiatric Nurses Association 23:2, pages 90-112.
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Anna J. Swan, Matthew M. Carper & Philip C. Kendall. (2016) In Pursuit of Generalization: An Updated Review. Behavior Therapy 47:5, pages 733-746.
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