Citations (18)
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Eishin Teraoka & David Kirk. (2024) Exploring physical education teachers’ awareness of observed teaching behaviour within pedagogies of affect. Physical Education and Sport Pedagogy 29:1, pages 38-50.
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Emma Degroote, Marie-Christine Brault & Mieke Van Houtte. (2022) Teachers as disorder-spotters: (in)decisiveness in assigning a child’s hyperactivity, impulsivity and/or inattention to ADHD as the underlying cause. European Journal of Special Needs Education 37:4, pages 617-631.
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Emma Degroote, Marie-Christine Brault & Mieke Van Houtte. (2022) Suspicion of ADHD by teachers in relation to their perception of students’ cognitive capacities: do cognitively strong students escape verdict?. International Journal of Inclusive Education 0:0, pages 1-15.
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Anna Thoren, Mikael Quennerstedt & Ninitha Maivorsdotter. (2021) What physical education becomes when pupils with neurodevelopmental disorders are integrated: a transactional understanding. Physical Education and Sport Pedagogy 26:6, pages 578-592.
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Tina Hellblom-Thibblin & Gunilla Sandberg. (2021) A dynamic ecological approach to categorisation at school, past and present. European Journal of Special Needs Education 36:5, pages 715-728.
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Antonio Iudici, Mathilda Tassinari Rogalin & Gianpiero Turchi. (2021) Health service and school: new interactions. Comparison between the Italian system and the Swedish system on the diagnostic process of pupils. International Journal of Inclusive Education 25:9, pages 1027-1041.
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Minna Kyttälä, Hanna-Maija Sinkkonen & Kristi Kõiv. (2021) Social, emotional, and behavioral strengths and difficulties among sixth grade students: comparing student and teacher ratings in Finland and Estonia. International Journal of School & Educational Psychology 9:1, pages 42-54.
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Athanasios Koutsoklenis, Juho Honkasilta & Kristiina Brunila. (2020) Reviewing and reframing the influence of relative age on ADHD diagnosis: beyond individual psycho(patho)logy. Pedagogy, Culture & Society 28:2, pages 165-181.
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Bjørn Hamre, Lotte Hedegaard-Sørensen & Søren Langager. (2018) Between psychopathology and inclusion: the challenging collaboration between educational psychologists and child psychiatrists. International Journal of Inclusive Education 22:6, pages 655-670.
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Beth Barker & China Mills. (2018) The psy-disciplines go to school: psychiatric, psychological and psychotherapeutic approaches to inclusion in one UK primary school. International Journal of Inclusive Education 22:6, pages 638-654.
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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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Ruth Gwernan-Jones, Darren A. Moore, Paul Cooper, Abigail Emma Russell, Michelle Richardson, Morwenna Rogers, Jo Thompson-Coon, Ken Stein, Tamsin J. Ford & Ruth Garside. (2016) A systematic review and synthesis of qualitative research: the influence of school context on symptoms of attention deficit hyperactivity disorder. Emotional and Behavioural Difficulties 21:1, pages 83-100.
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Articles from other publishers (6)
Darren A. Moore, Michelle Richardson, Ruth Gwernan-Jones, Jo Thompson-Coon, Ken Stein, Morwenna Rogers, Ruth Garside, Stuart Logan & Tamsin J. Ford. (2015) Non-Pharmacological Interventions for ADHD in School Settings: An Overarching Synthesis of Systematic Reviews. Journal of Attention Disorders 23:3, pages 220-233.
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Katie Reeves, Ella Charter & Tamsin Ford. (2016) Measurement Issues: Is standardised diagnostic assessment feasible as an adjunct to clinical practice? A systematic review. Child and Adolescent Mental Health 21:1, pages 51-63.
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Samantha McMahon & Valerie Harwood. 2016. Interrupting the Psy-Disciplines in Education. Interrupting the Psy-Disciplines in Education
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Karen-Lis Kristensen & Line Lerche Mørck. (2014) ADHD medication and social self-understanding. European Journal of Psychology of Education 31:1, pages 43-59.
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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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