Citations (24)
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Åsa Olsson. (2023) Teachers’ gendered perceptions of attention deficit hyperactivity disorder – a literature review. European Journal of Special Needs Education 38:3, pages 303-316.
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Kathryn Gibbs, Suzanne Carrington & K. Louise Mercer. (2022) Perspectives about Friendships and the School Learning Environment from Australian Adolescent Boys with AD/HD. International Journal of Disability, Development and Education 69:6, pages 1974-1987.
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Linda J. Graham & Haley Tancredi. (2019) In search of a middle ground: the dangers and affordances of diagnosis in relation to Attention Deficit Hyperactivity Disorder and Developmental Language Disorder. Emotional and Behavioural Difficulties 24:3, pages 287-300.
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Johan Malmqvist. (2018) Has schooling of ADHD students reached a crossroads?. Emotional and Behavioural Difficulties 23:4, pages 389-409.
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Brenton Prosser, Matthew Flinders, Will Jennings, Alan Renwick, Paolo Spada, Gerry Stoker & Katie Ghose. (2018) Pedagogy and deliberative democracy: insights from recent experiments in the United Kingdom. Contemporary Politics 24:2, pages 210-232.
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Kathryn Gibbs. (2018) Australian adolescent boys with attention deficit/hyperactivity disorder (AD/HD): teacher and teaching factors that assess the efficacy of reducing unwanted behaviours within the classroom environment. Australian Journal of Learning Difficulties 23:1, pages 53-65.
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Valerie Harwood, Sandra Jones, Andrew Bonney & Samantha McMahon. (2017) Heroic struggles, criminals and scientific breakthroughs: ADHD and the medicalization of child behaviour in Australian newsprint media 1999–2009. International Journal of Qualitative Studies on Health and Well-being 12:sup1.
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Johan Malmqvist & Claes Nilholm. (2016) The antithesis of inclusion? The emergence and functioning of ADHD special education classes in the Swedish school system. Emotional and Behavioural Difficulties 21:3, pages 287-300.
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Darren A. Moore, Ruth Gwernan-Jones, Michelle Richardson, Daniel Racey, Morwenna Rogers, Ken Stein, Jo Thompson-Coon, Tamsin J. Ford & Ruth Garside. (2016) The experiences of and attitudes toward non-pharmacological interventions for attention-deficit/hyperactivity disorder used in school settings: a systematic review and synthesis of qualitative research. Emotional and Behavioural Difficulties 21:1, pages 61-82.
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Elizabeth McMahon. (2012) Doctors diagnose, teachers label: the unexpected in pre-service teachers’ talk about labelling children with ADHD. International Journal of Inclusive Education 16:3, pages 249-264.
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Ton Mooij & Ed Smeets. (2009) Towards systemic support of pupils with emotional and behavioural disorders. International Journal of Inclusive Education 13:6, pages 597-616.
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BrentonJ. Prosser. (2009) Seeing red: poetry and metaphor as responses to representational challenges in critical narrative research. International Journal of Qualitative Studies in Education 22:5, pages 607-622.
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Brenton Prosser & Robert Reid. (2009) Changes in use of psychostimulant medication for ADHD in South Australia (1990–2006). Australian and New Zealand Journal of Psychiatry 43:4, pages 340-347.
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Articles from other publishers (11)
Jill Willis, Julie Arnold & Christopher DeLuca. (2023) Accessibility in assessment for learning: sharing criteria for success. Frontiers in Education 8.
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Marie-Christine Brault. (2018) Diagnostic de Trouble du déficit de l’attention avec ou sans hyperactivité (TDAH) : pistes de réflexion au sujet des inégalités de prévalence entre établissements scolaires. La nouvelle revue - Éducation et société inclusives N° 83-84:3, pages 99-111.
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Perez-Parreno Miriam & Padilla-Petry Paulo. (2018) Mental health and inclusion seen from the childrens and teachers perspectives: A case study in Spain. Educational Research and Reviews 13:6, pages 188-196.
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Linda J. Graham, Haley Tancredi, Jill Willis & Kelli McGraw. (2018) Designing out barriers to student access and participation in secondary school assessment. The Australian Educational Researcher 45:1, pages 103-124.
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Miroslava KojićB.B., Zagorka MarkovT.T. & Grandić KojićSmiljanaSmiljana. (2018) Empirical approach to educational support for children manifesting hyperactive behavior during preparatory and early elementary school period. Sinteze:14, pages 31-48.
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Juho Honkasilta, Tanja Vehkakoski & Simo Vehmas. (2016) ‘The teacher almost made me cry’ Narrative analysis of teachers' reactive classroom management strategies as reported by students diagnosed with ADHD. Teaching and Teacher Education 55, pages 100-109.
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Juho Honkasilta, Simo Vehmas & Tanja Vehkakoski. (2016) Self-pathologizing, self-condemning, self-liberating: Youths' accounts of their ADHD-related behavior. Social Science & Medicine 150, pages 248-255.
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Brenton Prosser. (2014) Attention deficit hyperactivity disorder in Australia: Perspectives from the sociology of deviance. Journal of Sociology 51:3, pages 596-612.
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Michelle Richardson, Darren A Moore, Ruth Gwernan-Jones, Jo Thompson-Coon, Obioha Ukoumunne, Morwenna Rogers, Rebecca Whear, Tamsin V Newlove-Delgado, Stuart Logan, Christopher Morris, Eric Taylor, Paul Cooper, Ken Stein, Ruth Garside & Tamsin J Ford. (2015) Non-pharmacological interventions for attention-deficit/hyperactivity disorder (ADHD) delivered in school settings: systematic reviews of quantitative and qualitative research. Health Technology Assessment 19:45, pages 1-470.
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Alessandra Frigerio, Lorenzo Montali & Michelle Fine. (2013) Risky and at-risk subjects: The discursive positioning of the ADHD child in the Italian context. BioSocieties 8:3, pages 245-264.
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Brenton Prosser, Faye McCallum, Philippa Milroy, Barbara Comber & Helen Nixon. (2008) “I am smart and I am not joking”: Aiming high in the middle years of schooling. The Australian Educational Researcher 35:2, pages 15-35.
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