Attention deficit hyperactivity disorder (ADHD) is a neurodevelopmental disorder affecting children's well-being. It is a pervasive disorder observed globally, transcending racial and socioeconomic boundaries. Many children experience the challenges of undiagnosed ADHD, leading to the development of additional mental health conditions, including…

This systematic review and meta-analysis explores the effectiveness of teacher interventions supporting children with externalizing behaviors based on teacher and child outcomes. A systematic search was conducted using 5 electronic databases. From 5714 papers, 31 papers that included interventions delivered directly to teachers and aimed to…

Our study examined young children's pre-academic and social skills in relation to parental locus of control and children's behaviours of ADHD. The participants were parents of 1,502 children from four Chinese kindergartens (M[subscript age] = 4.59, SD = 0.93; Girls: 51.40%). Data on six domains of children's pre-academic and social skills,…

The whole school approach (WSA) is often used in schools as a means of transformative change across many areas and involves many stakeholders. Many of the approaches used in WSAs are underpinned by psychological, social and educational theories. Although many of these approaches focus on vulnerable groups such as bullied and excluded children,…

Attention-Deficit/Hyperactivity Disorder (ADHD) is a prevalent neurodevelopmental condition that impacts approximately 5% of children worldwide. Children with this ADHD often struggle with behavioural issues that disrupt their ability to meet the demands of learning in educational settings. This research aims to identify the motivational…

There has been limited research to date into contextual factors hindering or supporting the successful implementation of neuro-affirming practice in support for Autistic and otherwise neurodivergent adults. We used a Realist Evaluation approach to explore key contexts affecting neuro-affirming practice. A preliminary programme theory of key…

This study examined relations among learning strategies, academic motivation, and test anxiety in elementary students with or at risk for specific learning disabilities (SLD), attention-deficit/hyperactivity disorder (ADHD), co-occurring SLD+ADHD, and students without disabilities. Participants were 89 students in Grades 3-5 from two public…

Past research shows that individuals with Williams syndrome (WS) have heightened and prolonged eye contact. Using parent report measures, we examined not only the presence of eye contact but also its qualitative features. Study 1 included individuals with WS (n = 22, ages 6.0-36.3). Study 2 included children with different neurodevelopmental (ND)…

Outcomes for autistic adults are generally poor across multiple foundational metrics, including activities of daily living and quality of life. Co-occurring psychiatric conditions contribute to these poor outcomes. Attention-deficit/hyperactivity disorder is one of the most common co-occurring conditions among autistic individuals; however, we…

Clinical judgement is a crucial part of autism and attention deficit hyperactivity disorder (ADHD) assessments. This study aims to harness insights from psychology and sociology to explore clinical perspectives and assessment practices of autism and attention deficit hyperactivity disorder. Qualitative interviews were conducted with health care…

Attention-deficit hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by pervasive alterations in self-regulation. Attachment patterns could be involved in maintaining the clinical features of ADHD during development. This meta-analytic review summarizes the findings of 26 cross-sectional and longitudinal studies that…

Developmental language disorder (DLD) is a common neurodevelopmental disorder. It had been suggested that public awareness is low for DLD, especially in comparison with autism spectrum disorder (ASD), attention-deficit/hyperactivity disorder (ADHD), and dyslexia. This study investigated awareness of DLD, ASD, ADHD, and dyslexia, as well as…

Teachers play a crucial role in the diagnosis and management of children with attention deficit hyperactivity disorder (ADHD). In the United Arab Emirates (UAE), teachers' understanding of this condition has not been evaluated so far. Our study included teachers (n = 394) from 25 randomly selected primary schools in Dubai with the purpose of…

The present study examined the attitudes and behavioral intentions of 336 children aged 7-11 toward a hypothetical peer with symptoms of attention-deficit hyperactivity disorder (ADHD) to determine whether they were influenced by labeling, social devaluation, or familiarity. Children read one of five vignettes describing the behavior of a…

School psychologists can play an important advocacy role in ensuring the latest evidence-based practices for students presenting with symptoms of attention deficit hyperactivity disorder (ADHD) are being implemented in their districts. ADHD is a highly stigmatized disorder due to a number of misconceptions (e.g., the prevalence of ADHD has…