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    Non-pharmacological interventions for attention-deficit/hyperactivity disorder (ADHD) delivered in school settings: systematic reviews of quantitative and qualitative research.

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    URI
    http://hdl.handle.net/11287/617976
    Author
    Richardson, M.
    Moore, D. A.
    Gwernan-Jones, R.
    Thompson-Coon, J.
    Ukoumunne, O.
    Rogers, M.
    Whear, R.
    Newlove-Delgado, T. V.
    Logan, Stuart
    Morris, C.
    Taylor, E.
    Cooper, P.
    Stein, K.
    Garside, R.
    Ford, T. J.
    Date
    2015-06
    Journal
    Health technology assessment (Winchester, England)
    Type
    Journal Article
    Systematic review
    Publisher
    NIHR
    DOI
    10.3310/hta19450
    Rights
    Archived with thanks to Health Technology Assessment (Winchester, England)
    Metadata
    Show full item record
    Abstract
    Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterised by age-inappropriate levels of inattention, impulsivity and hyperactivity. School can be particularly challenging for children with ADHD. Few reviews have considered non-pharmacological interventions in school settings.
    Citation
    Non-pharmacological interventions for attention-deficit/hyperactivity disorder (ADHD) delivered in school settings: systematic reviews of quantitative and qualitative research. 2015, 19 (45):1-470 Health Technol Assess
    Publisher URL
    http://dx.doi.org/10.3310/hta19450
    Note
    This article is freely available. Click on the 'Additional Link' above to access the full-text via the publisher's site.
    Collections
    • 2015 RD&E publications
    • Paediatrics (children and young people)

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