Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 7-Day Trial for You or Your Team.

Learn More →

Attention deficit disorder-hyperactivity and academic failure: which comes first and what should be treated?

Attention deficit disorder-hyperactivity and academic failure: which comes first and what should... http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of the American Academy of Child and Adolescent Psychiatry Pubmed

Attention deficit disorder-hyperactivity and academic failure: which comes first and what should be treated?

McGee, R; Share, D L
Journal of the American Academy of Child and Adolescent Psychiatry , Volume 27 (3): 8 – Jul 22, 1988
Download PDF

Attention deficit disorder-hyperactivity and academic failure: which comes first and what should be treated?

McGee, R; Share, D L
Journal of the American Academy of Child and Adolescent Psychiatry , Volume 27 (3): 8 – Jul 22, 1988

Loading next page...
 
/lp/pubmed/attention-deficit-disorder-hyperactivity-and-academic-failure-which-GPczk2b34I

References

References for this paper are not available at this time. We will be adding them shortly, thank you for your patience.

ISSN
0890-8567
DOI
10.1097/00004583-198805000-00009
pmid
3288613

Abstract

Journal

Journal of the American Academy of Child and Adolescent Psychiatry – Pubmed

Published: Jul 22, 1988

References

  • Effortful processing in children with reading and/or attention disorders
    Ackerman
  • Presumably innate and acquired automatic processes in children with attention and/or reading disorders
    Ackerman
  • Styles of exploration in control, attention deficit disorder with hyperactivity and learning disabled children
    Allen
  • Cognitive, social and other correlates of specific reading retardation
    Aman
  • Methylphenidate and diazepam in severe reading retardation
    Aman
  • The prevalence of DSM III disorders in a large sample of pre-adolescent children from the general population
    Anderson
  • Prevention by specific perceptual remediation for vulnerable first-graders
    Arnold
  • Letter to the editor
    Arnold
  • Methylphenidate vs dextroamphetamine vs caffeine in minimal brain dysfunction
    Arnold
  • Specific perceptual remediation
    Arnold
  • Eliminating discipline problems by strengthening academic performance
    Ayllon
  • A behavioural-educational alternative to drug control of hyperactive children
    Ayllon
  • A self-control classroom for hyperactive children
    Barkley
  • Categorising sounds and learning to read: a causal connection
    Bradley
  • Response cost and impulsive word recognition errors in reading-disabled children
    Brent
  • Methylphenidate and cognitive therapy: a comparison of treatment approaches with hyperactive boys
    Brown
  • Methylphenidate and cognitive therapy with ADD children: a methodological reconsideration
    Brown
  • Preschool activity level: personality correlates and developmental implications
    Buss
  • Cognitive-motivational characteristics of children varying in reading ability: evidence for learned helplessness in poor readers
    Butkowsky
  • A three-year follow-up of hyperactive preschoolers into elementary school
    Campbell
  • Attention deficit disorder (hyperactivity)
    Campbell
  • Direct assessment of the cognitive correlates of attention deficit disorders with and without hyperactivity
    Carlson
  • A four-year follow-up study of the effects of methylphenidate on the behaviour and academic achievement of hyperactive children
    Charles
  • Temperament: its significance for early schooling
    Chess
  • Pemoline, methylphenidate and placebo in children with minimal brain dysfunction
    Connor
  • The role of academic failure in hyperactive behaviour
    Cunningham
  • Few CT scan abnormalities found even in neurologically impaired learning disabled children
    Denckla
  • Tests that discriminate between dyslexic and other learning-disabled boys
    Denckla
  • Initial stages of visual information processing in dyslexia
    DiLollo
  • Treatment and training approaches to hyperactivity: establishing internal or external control
    Douglas
  • Visual and auditory attention performance in hyperactive children: competence or compliance
    Draeger
  • Selective and sustained attention in hyperactive, learning disabled and normal boys
    Dykman
  • Cognitive self-instruction for the control of impulsive classroom behaviour: ensuring the treatment package
    Eastman
  • The empiricist and his new clothes: DSM III in perspective
    Faust
  • Separate verbal memory and naming deficits in attention deficit disorder and reading disability
    Felton
  • Teaching self-instruction to hyperactive children: a replication
    Friedling
  • Effects of stimulant drugs on academic performance in hyperactive and learning disabled children
    Gadow
  • Letter to the editor
    Gittelman
  • Children with reading disorders-I. Efficacy of reading remediation
    Gittelman
  • Psychopharmacotherapy
    Gittelman
  • Are behavioural and psychometric changes related in methylphenidate-treated, hyperactive children?
    Gittelman-Klein
  • Methylphenidate effects in learning disabilities: psychometric changes
    Gittelman-Klein
  • Building an effective teaching environment
    Glynn
  • Relations between preschool activity and aspects of intellectual and social behavior at age 7 1/2
    Halverson
  • Imagine you're clever
    Hartley
  • Attending behaviour and academic performance of emotionally disturbed children
    Haubrich
  • Adolescent outcome of hyperactive children treated with stimulants in childhood: a review
    Hechtman
  • Hyperactivity and learning difficulties
    Holborow