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Characteristics of DSM-IV Attention Deficit Hyperactivity Disorder Combined and Predominantly Inattentive Subtypes in a Turkish Clinical Sample
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Oner, Ozgur; Oner, Pinar; Cop, Esra; Munir, Kerim M. – Child Psychiatry and Human Development, 2012
Consecutively referred subjects (N = 537) to an outpatient clinic were evaluated to compare the Attention Deficit Hyperactivity Disorder Combined (ADHD-C) and predominantly inattentive (ADHD-PI) subtypes using parent and teacher ratings and neuropsychological variables. Statistical significance was at P less than 0.002 adjusted for multiple…
Descriptors: Attention Deficit Hyperactivity Disorder, Check Lists, Social Problems, Behavior Disorders
Assessment and Intervention Practices for Attention Deficit Hyperactivity Disorder (ADHD): A National Survey of School Psychologists
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Borick, Timothy J. – ProQuest LLC, 2011
This study examined school psychologists' assessment and intervention practices regarding ADHD. Five hundred school psychologists who practiced in a school setting and were regular members of the National Association of School Psychologists were randomly selected to complete and return a questionnaire titled Assessment and Intervention Practices…
Descriptors: Attention Deficit Hyperactivity Disorder, Intervention, School Psychologists, Program Effectiveness
The Effects of Increased Learning Time on Student Academic and Nonacademic Outcomes: Findings from a Meta-Analytic Review. REL 2014-015
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Kidron, Yael; Lindsay, Jim – Regional Educational Laboratory Appalachia, 2014
REL Appalachia conducted a systematic review of the research evidence on the effects of increased learning time. After screening more than 7,000 studies, REL Appalachia identified 30 that met the most rigorous standards for research. A review of those 30 studies found that increased learning time does not always produce positive results. However,…
Descriptors: Time Factors (Learning), Time on Task, Meta Analysis, Standards