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Emotional and Behavioural Difficulties Volume 21, 2016 - Issue 1: Emotional and behavioural difficulties and mental (ill)health
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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

Darren A. MooreNIHR CLAHRC South West Peninsula (PenCLAHRC), University of Exeter Medical School, University of Exeter, Exeter, UKCorrespondence[email protected]
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,
Ruth Gwernan-JonesUniversity of Exeter Medical School, University of Exeter, Exeter, UKView further author information
,
Michelle RichardsonInstitute of Education, University College London, London, UKView further author information
,
Daniel RaceyUniversity of Exeter Medical School, University of Exeter, Exeter, UKView further author information
,
Morwenna RogersNIHR CLAHRC South West Peninsula (PenCLAHRC), University of Exeter Medical School, University of Exeter, Exeter, UKView further author information
,
Ken SteinNIHR CLAHRC South West Peninsula (PenCLAHRC), University of Exeter Medical School, University of Exeter, Exeter, UKView further author information
,
Jo Thompson-CoonNIHR CLAHRC South West Peninsula (PenCLAHRC), University of Exeter Medical School, University of Exeter, Exeter, UKView further author information
,
Tamsin J. FordUniversity of Exeter Medical School, University of Exeter, Exeter, UKView further author information
&
Ruth GarsideUniversity of Exeter Medical School, University of Exeter, Exeter, UKView further author information
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Pages 61-82 | Published online: 08 Feb 2016

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Read on this site (7)

Siv Vea Grønneberg, Eivind Engebretsen & Stine Torp Løkkeberg. (2023) When ADHD knocks on the door – discourse theory as a frame to explore subject positions and mental wellbeing before diagnosis. International Journal of Qualitative Studies on Health and Well-being 18:1.
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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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Johanna Clancy, John O’Connor & Clodagh Ni Mhaolain. (2020) Gripped by the chaos: a psychoanalytically-informed qualitative exploration of adolescent ADHD. Psychoanalytic Psychotherapy 34:3, pages 228-245.
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Albert W. Wienen, Maruschka N. Sluiter, Ernst Thoutenhoofd, Peter de Jonge & Laura Batstra. (2019) The advantages of an ADHD classification from the perspective of teachers. European Journal of Special Needs Education 34:5, pages 649-662.
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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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Donnah L. Anderson, Sue E. Watt & Dianne C. Shanley. (2017) Ambivalent attitudes about teaching children with attention deficit/hyperactivity disorder (ADHD). Emotional and Behavioural Difficulties 22:4, pages 332-349.
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Emily J. Scannell, Thomas Scannell & Karen Jacobs. Collaboration Between Occupational Therapy Practitioners and Elementary School Educators to Support Students with Attention Deficit Hyperactivity Disorder. Physical & Occupational Therapy In Pediatrics 0:0, pages 1-12.
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Articles from other publishers (10)

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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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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Anna Szép, Slava Dantchev, Martina Zemp, Malte Schwinger, Mira-Lynn Chavanon & Hanna Christiansen. (2021) Facilitators and Barriers of Teachers’ Use of Effective Classroom Management Strategies for Students with ADHD: A Model Analysis Based on Teachers’ Perspectives. Sustainability 13:22, pages 12843.
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Liz Shaw, Darren Moore, Michael Nunns, Jo Thompson Coon, Tamsin Ford, Vashti Berry, Erin Walker, Isobel Heyman, Christopher Dickens, Sophie Bennett, Roz Shafran & Ruth Garside. (2019) Experiences of interventions aiming to improve the mental health and well‐being of children and young people with a long‐term physical condition: A systematic review and meta‐ethnography. Child: Care, Health and Development 45:6, pages 832-849.
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Darren A Moore, Michael Nunns, Liz Shaw, Morwenna Rogers, Erin Walker, Tamsin Ford, Ruth Garside, Obi Ukoumunne, Penny Titman, Roz Shafran, Isobel Heyman, Rob Anderson, Chris Dickens, Russell Viner, Sophie Bennett, Stuart Logan, Fiona Lockhart & Jo Thompson Coon. (2019) Interventions to improve the mental health of children and young people with long-term physical conditions: linked evidence syntheses. Health Technology Assessment 23:22, pages 1-164.
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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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Abigail Emma Russell, Marianne Tay, Tamsin Ford, Ginny Russell & Darren Moore. (2019) Educational practitioners’ perceptions of ADHD: a qualitative study of views of the home lives of children with ADHD in the UK. British Journal of Special Education 46:1, pages 8-28.
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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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Nicky Britten, Ruth Garside, Catherine Pope, Julia Frost & Chris Cooper. (2017) Asking More of Qualitative Synthesis: A Response to Sally Thorne. Qualitative Health Research 27:9, pages 1370-1376.
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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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