Results 271 to 280 of about 391,274 (356)

The SASOP/PsychMg child and adolescent attention-deficit/hyperactivity disorder guidelines. [PDF]

S Afr J Psychiatr
Belsham B, Kelly L, Schoeman R.
europepmc   +1 more source

ASSESSMENT OF IMPULSIVITY AND THE DEVELOPMENT OF SELF‐CONTROL IN STUDENTS WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER

, 2001
Nancy A. Neef, David F. Bicard, Sayaka Endo   +2 more
openalex   +1 more source

The WISE Room: An innovative multisensory space for self‐regulation and immersive support for neurodivergent students

British Journal of Special Education, EarlyView.
Abstract The evolving landscape of higher education necessitates a nuanced approach to accommodating the diverse needs of neurodivergent students, including those identifying as having autism, dyslexia, dyspraxia, attention deficit hyperactivity disorder, dyscalculia or Tourette's syndrome.
Tor Alexander Bruce, Eve Champney‐Smith, Satu Eleftheropoulou, Tom Nicholson, Mark Lambert, Barry Hill   +5 more
wiley   +1 more source

Exploring the potential of the Coventry Grid (CG) tool within mainstream middle school settings

Support for Learning, EarlyView.
Abstract The Coventry Grid (CG) seeks to address clinicians' concerns over the misdiagnosis of autistic spectrum conditions (ASC) and attachment problems (AP). While literature exists exploring the clinical benefits of the CG, and recent modifications have included the Pathological Demand Avoidance (PDA) profile, its potential in the educational ...
Sarah Wall
wiley   +1 more source

Attention deficit hyperactivity disorder (ADHD) and the dopamine D4 receptor gene: evidence of association but no linkage in a UK sample

, 2001
Jonathan Mill, Sarah Curran, Lindsey Kent, Stephen J. Richards, Alison L. Gould, V Virdee, L Huckett, Julie D. Sharp, Carrie Batten, S Fernando, E Simanoff, Margaret Thompson, Jinghua Zhao, Pak C. Sham, Eric Taylor, Philip Asherson   +15 more
openalex   +1 more source

Does teacher behaviour matter? The relation between perceived teacher behaviour and students' adaptive error responses

Journal of Research in Special Educational Needs, EarlyView.
Abstract Teachers serve as role models in dealing with errors. They play a crucial role in creating a positive error climate in the classroom. Students with emotional and behavioural disorders (EBD) make more errors during learning activity, tend to dysregulate error‐specific emotions, and are more likely to receive negative teacher feedback.
Viktoria Pöchmüller
wiley   +1 more source

Impact of the polygenic risk scores for attention-deficit/hyperactivity disorder in Alzheimer's disease. [PDF]

Alzheimers Dement
Leffa DT, Povala G, Bellaver B, Ferrari-Souza JP, Ferreira PCL, Lussier FZ, Schaffer Aguzzoli C, Soares C, Zalzale H, Rohden F, Bauer-Negrini G, Abbas S, Schneider M, Therriault J, Lopez OL, Villemagne VL, Klunk WE, Tudorascu DL, Cohen AD, Rosa-Neto P, Zimmer ER, Karikari TK, Rohde LA, Molina BSG, Pascoal TA, Alzheimer's Disease Neuroimaging Initiative.   +25 more
europepmc   +1 more source

Martin‐Denham, S. (2024) ‘Nana, don't bother buying us new shoes, 'cos I'll not be there two minutes’: Evaluating the effectiveness of assessment hubs in re‐integrating children at risk of school exclusion into mainstream school 

Journal of Research in Special Educational Needs, EarlyView.
Abstract This mixed‐methods study sought to determine the effectiveness of assessment hubs in re‐integrating children at risk of school exclusion into mainstream school. First, the assessment hubs provided attendance and exclusion data for 39 children who attended the hubs (KS2, n = 11 and KS3, n = 28) between January 2020 and January 2022.
Sarah Martin‐Denham
wiley   +1 more source

Behavioral and neurofunctional profiles of delay aversion in children with attention-deficit hyperactivity disorder. [PDF]

Transl Psychiatry
Fernández-Martín P, Tovar-Suárez D, Rodríguez-Herrera R, León JJ, Cánovas R, Flores P.   +5 more
europepmc   +1 more source

Recommendation section of psychoeducational reports: A barrier or opportunity to promote inclusion in early education and care?

Journal of Research in Special Educational Needs, EarlyView.
Abstract Psychoeducational reports prepared by the Educational Psychological Service are foundational for special educational support in Norway, ensuring equitable opportunities for development, learning and participation among children with special educational needs in mainstream Early Childhood Education and Care settings.
Agnete Vaags, Marit Uthus
wiley   +1 more source