Citations (34)
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Linda Plantin Ewe, Mona Holmqvist & Sven Bölte. (2023) Teachers’ relational competence: perceptions of teachers and students with and without ADHD and ASD. Emotional and Behavioural Difficulties 28:2-3, pages 198-215.
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Kathy Gibbs. (2023) Australian teachers and school leaders’ use of differentiated learning experiences as responsive teaching for students with ADHD. Emotional and Behavioural Difficulties 28:1, pages 18-31.
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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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Shruti Taneja-Johansson. (2021) Turning points in the educational pathways of young people with attention-deficit/hyperactivity disorder in Sweden. International Journal of Inclusive Education 0:0, pages 1-16.
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Rebecca J Ward, Hanna Kovshoff & Jana Kreppner. (2021) School staff perspectives on ADHD and training: understanding the needs and views of UK primary staff. Emotional and Behavioural Difficulties 26:3, pages 306-321.
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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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Linda Plantin Ewe. (2019) ADHD symptoms and the teacher–student relationship: a systematic literature review. Emotional and Behavioural Difficulties 24:2, pages 136-155.
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Laura Eccleston, James Williams, Sue Knowles & Laura Soulsby. (2019) Adolescent experiences of living with a diagnosis of ADHD: a systematic review and thematic synthesis. Emotional and Behavioural Difficulties 24:2, pages 119-135.
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Simon Weissenberger, Radek Ptacek, Martina Vnukova, Jiri Raboch, Martina Klicperova-Baker, Lucie Domkarova & Michal Goetz. (2018) ADHD and lifestyle habits in Czech adults, a national sample. Neuropsychiatric Disease and Treatment 14, pages 293-299.
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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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Articles from other publishers (24)
Cathrin D. Green, Keely Thornton, Joseph W. Fredrick, Kelsey K. Wiggs, Zoe R. Smith, Joshua M. Langberg & Stephen P. Becker. (2023) Longitudinal Evaluation of School Climate in Predicting Mood and Academic Functioning in Adolescence: The Role of Academic Motivation. School Mental Health 15:4, pages 1033-1048.
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Lindsay E. Ayearst, Richard M. Brancaccio & Margaret D. Weiss. (2023) Improving On-Task Behavior in Children and Youth with ADHD: Wearable Technology as a Possible Solution. Journal of Pediatric Neuropsychology.
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Suneal Kolluri & Antar A. Tichavakunda. (2022) The Counter-Deficit Lens in Educational Research: Interrogating Conceptions of Structural Oppression. Review of Educational Research 93:5, pages 641-678.
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Jaidon MacLean, Amanda Krause & Maria A. Rogers. (2023) The student-teacher relationship and ADHD symptomatology: A meta-analysis. Journal of School Psychology 99, pages 101217.
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Ashmita Chaulagain, Ingvild Lyhmann, Anne Halmøy, Tarjei Widding-Havneraas, Olav Nyttingnes, Ingvar Bjelland & Arnstein Mykletun. (2023) A systematic meta-review of systematic reviews on attention deficit hyperactivity disorder. European Psychiatry 66:1.
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Amal Khaleel Abu Alhommos, Fatimah Mohammed AlHadab, Rwan Adel Alalwan, Sara Tawfiq Alabduladhem, Zahraa Ali Alnaser & Sarah Saad Alnami. (2022) Community Knowledge about Attention Deficit Hyperactivity Disorder in Saudi Arabia: A Cross-Sectional Study. Healthcare 11:1, pages 54.
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Anaísa Leal Barbosa Abrahão & Luciana Carla dos Santos Elias. (2022) Crianças com TDAH e professoras. Psico 53:1, pages e39098.
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F. Brodard, A. Radice & M. Bader. (2022) Être parent d’un enfant avec un TDAH : conceptions parentales du trouble et de ses conséquences sur la famille. Psychologie Française.
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Abigail Emma Russell. 2022. Mental Health and Attendance at School. Mental Health and Attendance at School
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Anaísa Leal Barbosa Abrahão, Luciana Carla dos Santos Elias & Eliza França e Silva. (2022) Alunos com TDAH, professores e famílias: um estudo de triangulaçãoADHD Students, Teachers, and Families: a Triangulation Study. Trends in Psychology 30:4, pages 745-762.
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Abigail E. Russell, Darren Moore, Amy Sanders, Barnaby Dunn, Rachel Hayes, Judi Kidger, Edmund Sonuga-Barke, Linda Pfiffner & Tamsin Ford. (2022) Synthesising the existing evidence for non-pharmacological interventions targeting outcomes relevant to young people with ADHD in the school setting: systematic review protocol. Systematic Reviews 11:1.
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Matthew Bisset, Leanne Winter, Christel M. Middeldorp, David Coghill, Nardia Zendarski, Mark A. Bellgrove & Emma Sciberras. (2021) Recent Attitudes toward ADHD in the Broader Community: A Systematic Review. Journal of Attention Disorders 26:4, pages 537-548.
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Prabal Datta Barua, Jahmunah Vicnesh, Raj Gururajan, Shu Lih Oh, Elizabeth Palmer, Muhammad Mokhzaini Azizan, Nahrizul Adib Kadri & U. Rajendra Acharya. (2022) Artificial Intelligence Enabled Personalised Assistive Tools to Enhance Education of Children with Neurodevelopmental Disorders—A Review. International Journal of Environmental Research and Public Health 19:3, pages 1192.
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Anaísa Leal Barbosa Abrahão & Luciana Carla dos Santos Elias. (2021) Students with ADHD: Social Skills, Behavioral Problems, Academic Performance, and Family Resources. Psico-USF 26:3, pages 545-557.
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Charlotte W. Greenway & Alison Rees Edwards. (2021) Teaching assistants' facilitators and barriers to effective practice working with children with ADHD: a qualitative study. British Journal of Special Education 48:3, pages 347-368.
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Charlotte Hanisch & Hennemann Thomas. 2020. Psychiatrie und Psychotherapie des Kindes- und Jugendalters. Psychiatrie und Psychotherapie des Kindes- und Jugendalters
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Ali İbrahim Can GÖZÜM. (2020) Okul Öncesi Öğretmenlerin Dikkat Eksikliği ve Hiperaktivite Bozukluğuna Yönelik Metaforlarının BelirlenmesiDetermination of Metaphors Used by Preschool Teachers for Attention Deficit and Hyperactivity Disorder. Erzincan Üniversitesi Eğitim Fakültesi Dergisi 22:3, pages 857-876.
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Tamsin Ford & Katie Finning. 2020. Mental Health and Illness of Children and Adolescents. Mental Health and Illness of Children and Adolescents
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Anna Price, Astrid Janssens, Abigail L. Woodley, Matt Allwood & Tamsin Ford. (2018) Review: Experiences of healthcare transitions for young people with attention deficit hyperactivity disorder: a systematic review of qualitative research. Child and Adolescent Mental Health 24:2, pages 113-122.
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Tamsin Ford, Rachel Hayes, Sarah Byford, Vanessa Edwards, Malcolm Fletcher, Stuart Logan, Brahm Norwich, Will Pritchard, Kate Allen, Matthew Allwood, Poushali Ganguli, Katie Grimes, Lorraine Hansford, Bryony Longdon, Shelley Norman, Anna Price, Abigail Emma Russell & Obioha C Ukoumunne. (2019) Training teachers in classroom management to improve mental health in primary school children: the STARS cluster RCT. Public Health Research 7:6, pages 1-150.
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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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D. A. Moore, A. E. Russell, S. Arnell & T. J. Ford. (2017) Educators' experiences of managing students with ADHD: a qualitative study. Child: Care, Health and Development 43:4, pages 489-498.
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Kerry King, Daleen Alexander & Joseph Seabi. (2016) Siblings’ Perceptions of Their ADHD-Diagnosed Sibling’s Impact on the Family System. International Journal of Environmental Research and Public Health 13:9, pages 910.
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