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

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.

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.