메뉴 건너뛰기




Volumn , Issue , 2008, Pages 33-58

Attention-Deficit/Hyperactivity Disorder

Author keywords

[No Author keywords available]

Indexed keywords


EID: 77952144441     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203938546-11     Document Type: Chapter
Times cited : (8)

References (105)
  • 3
    • 0036353573 scopus 로고    scopus 로고
    • Differential benefits of skills training with antisocial youth based on group composition: A meta-analytic investigation
    • Ang, R. P., and Hughes, J. N. (2002). Differential benefits of skills training with antisocial youth based on group composition: A meta-analytic investigation. School Psychology Review, 31, 164-185.
    • (2002) School Psychology Review , vol.31 , pp. 164-185
    • Ang, R.P.1    Hughes, J.N.2
  • 4
    • 0037251920 scopus 로고    scopus 로고
    • Social skills training in children with attention deficit hyperactivity disorder: A randomized-controlled clinical trial
    • Antshel, K. M., and Remer, R. (2003). Social skills training in children with attention deficit hyperactivity disorder: A randomized-controlled clinical trial. Journal of Clinical Child and Adolescent Psychology, 32, 153-165.
    • (2003) Journal of Clinical Child and Adolescent Psychology , vol.32 , pp. 153-165
    • Antshel, K.M.1    Remer, R.2
  • 5
    • 0003460798 scopus 로고
    • Attention deficit-hyperactivity disorder
    • E. J. Mash, and R. A. Barkley (Eds.), New York: Guildford
    • Barkley, R. A. (1989). Attention deficit-hyperactivity disorder. In E. J. Mash, and R. A. Barkley (Eds.), Treatment of Childhood Disorders (pp. 39-72). New York: Guildford.
    • (1989) Treatment of Childhood Disorders , pp. 39-72
    • Barkley, R.A.1
  • 9
    • 0025675642 scopus 로고
    • Comprehensive evaluation of attention deficit disorder with and without hyperactivity as defined by research criteria
    • Barkley, R. A., DuPaul, G. J., and McMurray, M. B. (1990). Comprehensive evaluation of attention deficit disorder with and without hyperactivity as defined by research criteria. Journal of Consulting and Clinical Psychology, 58, 775-789.
    • (1990) Journal of Consulting and Clinical Psychology , vol.58 , pp. 775-789
    • Barkley, R.A.1    DuPaul, G.J.2    McMurray, M.B.3
  • 11
    • 0001194295 scopus 로고    scopus 로고
    • Reading comprehension abilities of children with attention-deficit/hyperactivity disorder
    • Brock, S. W., and Knapp, P. K. (1996). Reading comprehension abilities of children with attention-deficit/hyperactivity disorder. Journal of Attention Disorders, 1, 173-186.
    • (1996) Journal of Attention Disorders , vol.1 , pp. 173-186
    • Brock, S.W.1    Knapp, P.K.2
  • 12
    • 84990398463 scopus 로고    scopus 로고
    • Use of functional assessment and a selfmanagement system to increase academic engagement and work completion
    • Brooks, A., Todd, A. W., Tofflemoyer, S., Horner, R. H. (2003). Use of functional assessment and a selfmanagement system to increase academic engagement and work completion. Journal of Positive Behaviour Interventions, 3, 144-152.
    • (2003) Journal of Positive Behaviour Interventions , vol.3 , pp. 144-152
    • Brooks, A.1    Todd, A.W.2    Tofflemoyer, S.3    Horner, R.H.4
  • 13
    • 0028292544 scopus 로고
    • Hard-to-manage preschool boys: Externalizing behaviour, social competence, and family context at two-year follow-up
    • Campbell, S. B. (1994). Hard-to-manage preschool boys: Externalizing behaviour, social competence, and family context at two-year follow-up. Journal of Abnormal Child Psychology, 22, 247-157.
    • (1994) Journal of Abnormal Child Psychology , vol.22 , pp. 247-1157
    • Campbell, S.B.1
  • 14
    • 0025007128 scopus 로고
    • Follow-up of hard to manage preschoolers; Adjustment at age nine and predictors of continuing symptoms
    • Campbell, S. B., and Ewing, L. J. (1990). Follow-up of hard to manage preschoolers; Adjustment at age nine and predictors of continuing symptoms. Journal of Child Psychology and Psychiatry, 31, 871-889
    • (1990) Journal of Child Psychology and Psychiatry , vol.31 , pp. 871-889
    • Campbell, S.B.1    Ewing, L.J.2
  • 15
    • 0026109528 scopus 로고
    • Association between attention-deficit hyperactivity disorder and learning disorders
    • Cantwell, D. P., and Baker, L. (1991). Association between attention-deficit hyperactivity disorder and learning disorders. Journal of Learning Disabilities, 24, 88-95.
    • (1991) Journal of Learning Disabilities , vol.24 , pp. 88-95
    • Cantwell, D.P.1    Baker, L.2
  • 16
  • 17
    • 22544485068 scopus 로고    scopus 로고
    • The effects of computerized reading instruction on the academic performance of students identified with ADHD
    • Clarfield, J., and Stoner, G. (2005). The effects of computerized reading instruction on the academic performance of students identified with ADHD. School Psychology Review, 34, 246-254.
    • (2005) School Psychology Review , vol.34 , pp. 246-254
    • Clarfield, J.1    Stoner, G.2
  • 18
    • 0032342465 scopus 로고    scopus 로고
    • Conjoint behavioral consultation and social skills training: Enhancing the play behaviors of boys with attention deficit hyperactivity disorder
    • Colton, D. L., and Sheridan, S. M. (1998). Conjoint behavioral consultation and social skills training: Enhancing the play behaviors of boys with attention deficit hyperactivity disorder. Journal of Educational and Psychological Consultation, 9, 3-28.
    • (1998) Journal of Educational and Psychological Consultation , vol.9 , pp. 3-28
    • Colton, D.L.1    Sheridan, S.M.2
  • 24
    • 21144483455 scopus 로고
    • A component analysis of self-management training with behaviorally disordered youth
    • DiGangi, S. A., and Maag, J. W. (1992). A component analysis of self-management training with behaviorally disordered youth. Behavioral Disorders, 17, 281-290.
    • (1992) Behavioral Disorders , vol.17 , pp. 281-290
    • DiGangi, S.A.1    Maag, J.W.2
  • 25
    • 0000815225 scopus 로고
    • Self-graphing of on-task behavior: Enhancing the reactive effects of self-monitoring on on-task behavior and academic performance
    • DiGangi, S. A., Maag, J. W., and Rutherford, R. B. (1991). Self-graphing of on-task behavior: Enhancing the reactive effects of self-monitoring on on-task behavior and academic performance. Learning Disabilities Quarterly, 14, 221-230.
    • (1991) Learning Disabilities Quarterly , vol.14 , pp. 221-230
    • DiGangi, S.A.1    Maag, J.W.2    Rutherford, R.B.3
  • 26
    • 21844513387 scopus 로고
    • Self monitoring of classroom behaviors with students exhibiting emotional and behavioral challenges
    • Dunlap, G., Clarke, S., Jackson, M., Wright, S., Ramos, E., and Brinson, S. (1995). Self monitoring of classroom behaviors with students exhibiting emotional and behavioral challenges. School Psychology Quarterly, 10, 165-177.
    • (1995) School Psychology Quarterly , vol.10 , pp. 165-177
    • Dunlap, G.1    Clarke, S.2    Jackson, M.3    Wright, S.4    Ramos, E.5    Brinson, S.6
  • 28
    • 22144493319 scopus 로고    scopus 로고
    • Child psychopharmacology: How school psychologists can contribute to effective outcomes
    • DuPaul, G. J. and Carlson, J. S. (2005). Child psychopharmacology: How school psychologists can contribute to effective outcomes. School Psychology Quarterly, 20, 206-221.
    • (2005) School Psychology Quarterly , vol.20 , pp. 206-221
    • DuPaul, G.J.1    Carlson, J.S.2
  • 29
    • 0031524621 scopus 로고    scopus 로고
    • The effects of school-based interventions for attention deficit hyperactivity disorder: A meta-analysis
    • DuPaul, G. J. and Eckert, T. L. (1997). The effects of school-based interventions for attention deficit hyperactivity disorder: A meta-analysis. School Psychology Review, 26, 5-27.
    • (1997) School Psychology Review , vol.26 , pp. 5-27
    • DuPaul, G.J.1    Eckert, T.L.2
  • 30
    • 0030431890 scopus 로고    scopus 로고
    • Functional assessment of behaviors related to Attention-Deficit/Hyperactivity Disorder: Linking assessment to intervention design
    • DuPaul, G. J. and Ervin, R. A. (1996). Functional assessment of behaviors related to Attention-Deficit/Hyperactivity Disorder: Linking assessment to intervention design. Behavior Therapy, 27, 601-622.
    • (1996) Behavior Therapy , vol.27 , pp. 601-622
    • DuPaul, G.J.1    Ervin, R.A.2
  • 31
    • 0032254561 scopus 로고    scopus 로고
    • Peer tutoring for children with attentiondeficit hyperactivity disorder: Effects on classroom behavior and academic performance
    • DuPaul, G. J., Ervin, R. A., Hook, C. L., and McGoey, K. E. (1998). Peer tutoring for children with attentiondeficit hyperactivity disorder: Effects on classroom behavior and academic performance. Journal of Applied Behavior Analysis, 31, 579-592.
    • (1998) Journal of Applied Behavior Analysis , vol.31 , pp. 579-592
    • DuPaul, G.J.1    Ervin, R.A.2    Hook, C.L.3    McGoey, K.E.4
  • 32
    • 0026504355 scopus 로고
    • Behavioral treatment of attention-deficit hyperactivity disorder in the classroom: The use of the attention training system
    • DuPaul, G. J., Guevremont, D. C., and Barkley, R. A. (1992). Behavioral treatment of attention-deficit hyperactivity disorder in the classroom: The use of the attention training system. Behavior Modification, 16, 204-225.
    • (1992) Behavior Modification , vol.16 , pp. 204-225
    • DuPaul, G.J.1    Guevremont, D.C.2    Barkley, R.A.3
  • 33
    • 21144478127 scopus 로고
    • Peer tutoring effects on the classroom performance of children with attention-deficit hyperactivity disorder
    • DuPaul, G. J., and Henningson, P. N. (1993). Peer tutoring effects on the classroom performance of children with attention-deficit hyperactivity disorder. School Psychology Review, 22, 134-143.
    • (1993) School Psychology Review , vol.22 , pp. 134-143
    • DuPaul, G.J.1    Henningson, P.N.2
  • 36
    • 33745626811 scopus 로고    scopus 로고
    • School-based intervention for children with attention-deficit hyperactivity disorder: Effects on academic, social, and behavioural functioning
    • DuPaul, G. J., and Weyandt, L. L. (2006). School-based intervention for children with attention-deficit hyperactivity disorder: Effects on academic, social, and behavioural functioning. International Journal of Disability, Development and Education, 53, 161-176.
    • (2006) International Journal of Disability, Development and Education , vol.53 , pp. 161-176
    • DuPaul, G.J.1    Weyandt, L.L.2
  • 37
    • 33644696790 scopus 로고    scopus 로고
    • Describing antecedent-behavior consequence relations using conditional probabilities and the general operant contingency space: A preliminary investigation
    • Eckert, T. L., Martens, B. K., and DiGennaro, F. D. (2005). Describing antecedent-behavior consequence relations using conditional probabilities and the general operant contingency space: A preliminary investigation. School Psychology Review, 34, 520-528.
    • (2005) School Psychology Review , vol.34 , pp. 520-528
    • Eckert, T.L.1    Martens, B.K.2    DiGennaro, F.D.3
  • 38
    • 21844513686 scopus 로고
    • Effectiveness of selfmanagement and reading comprehension for children with Attention Deficit Disorder
    • Edwards, L., Salant, V., Howard, V. F., Brougher, J., and McLaughlin, T. F. (1995). Effectiveness of selfmanagement and reading comprehension for children with Attention Deficit Disorder. Child and Family Behavior Therapy, 17, 1-17.
    • (1995) Child and Family Behavior Therapy , vol.17 , pp. 1-17
    • Edwards, L.1    Salant, V.2    Howard, V.F.3    Brougher, J.4    McLaughlin, T.F.5
  • 39
    • 0032011621 scopus 로고    scopus 로고
    • Classroom-based functional and adjunctive assessments: Proactive approaches to intervention selection for adolescents with attention deficit hyperactivity disorder
    • Ervin, R., A., DuPaul, G. J., Kern, L., and Friman, P. C. (1998). Classroom-based functional and adjunctive assessments: Proactive approaches to intervention selection for adolescents with attention deficit hyperactivity disorder. Journal of Applied Behavior Analysis, 31, 65-78.
    • (1998) Journal of Applied Behavior Analysis , vol.31 , pp. 65-78
    • Ervin, R.A.1    DuPaul, G.J.2    Kern, L.3    Friman, P.C.4
  • 41
  • 42
    • 0025083739 scopus 로고
    • The adolescent outcome of hyperactive children diagnosed by research criteria: II. Academic, attentional, and neuropsychological status
    • Fischer, M., Barkley, R., Fletcher, K., and Smallish, L. (1990). The adolescent outcome of hyperactive children diagnosed by research criteria: II. Academic, attentional, and neuropsychological status. Journal of Consulting and Clinical Psychology, 58, 580-588.
    • (1990) Journal of Consulting and Clinical Psychology , vol.58 , pp. 580-588
    • Fischer, M.1    Barkley, R.2    Fletcher, K.3    Smallish, L.4
  • 43
    • 84974753350 scopus 로고
    • Using the computer with students with emotional and behavioral disorders
    • Fitzgerald, G. E. (1994). Using the computer with students with emotional and behavioral disorders. Technology and Disability, 3, 87-99.
    • (1994) Technology and Disability , vol.3 , pp. 87-99
    • Fitzgerald, G.E.1
  • 44
    • 0034362792 scopus 로고    scopus 로고
    • Attention deficit hyperactivity disorder as a social disability: Characteristics and suggested methods of treatment
    • Gentschel, D. A., and McLaughlin, T. F. (2000). Attention deficit hyperactivity disorder as a social disability: Characteristics and suggested methods of treatment. Journal of Developmental and Physical Disabilities, 12, 333-346.
    • (2000) Journal of Developmental and Physical Disabilities , vol.12 , pp. 333-346
    • Gentschel, D.A.1    McLaughlin, T.F.2
  • 47
    • 0242276510 scopus 로고    scopus 로고
    • Teaching social skills to high-risk children and youth: Preventative and remedial strategies
    • M. R. Shinn, H. M. Walker, and G. Stoner (Eds.), Bethesda, MD: National Association of School Psychologists
    • Gresham, F. M. (2002). Teaching social skills to high-risk children and youth: Preventative and remedial strategies, In M. R. Shinn, H. M. Walker, and G. Stoner (Eds.), Interventions for academic and behavior problems II: Preventive and remedial approaches (pp. 403-432). Bethesda, MD: National Association of School Psychologists.
    • (2002) Interventions for academic and behavior problems II: Preventive and remedial approaches , pp. 403-432
    • Gresham, F.M.1
  • 50
    • 0032929745 scopus 로고    scopus 로고
    • Psychological and academic functioning in college students with attention deficit hyperactivity disorder
    • Heiligenstein, E., Guenther, G., Levy, A., Savino, F., and Fulwiler, J. (1999). Psychological and academic functioning in college students with attention deficit hyperactivity disorder. Journal of American College Health, 47, 181-185.
    • (1999) Journal of American College Health , vol.47 , pp. 181-185
    • Heiligenstein, E.1    Guenther, G.2    Levy, A.3    Savino, F.4    Fulwiler, J.5
  • 51
    • 0026471247 scopus 로고
    • Academic underachievement, attention deficits, and aggression comorbidity and implications for intervention
    • Hinshaw, S. P. (1992). Academic underachievement, attention deficits, and aggression comorbidity and implications for intervention. Journal of Consulting and Clinical Psychology, 60, 893-903
    • (1992) Journal of Consulting and Clinical Psychology , vol.60 , pp. 893-903
    • Hinshaw, S.P.1
  • 52
    • 0038578692 scopus 로고
    • Attention-deficit hyperactivity disorder
    • M. Hersen, R. T. Ammerman, and L. A. Sisson (Eds.), New York: Plenum
    • Hinshaw, S. P., and Simmel, C. (1994). Attention-deficit hyperactivity disorder. In M. Hersen, R. T. Ammerman, and L. A. Sisson (Eds.), Handbook of aggressive and destructive behavior in psychiatric patients (pp. 347-362) New York: Plenum.
    • (1994) Handbook of aggressive and destructive behavior in psychiatric patients , pp. 347-362
    • Hinshaw, S.P.1    Simmel, C.2
  • 53
    • 0032358422 scopus 로고    scopus 로고
    • Reducing disruptive behavior in general education classrooms: The use of self-management strategies
    • Hoff, K. E., and DuPaul, G. J. (1998). Reducing disruptive behavior in general education classrooms: The use of self-management strategies. School Psychology Review, 27, 290-303.
    • (1998) School Psychology Review , vol.27 , pp. 290-303
    • Hoff, K.E.1    DuPaul, G.J.2
  • 55
    • 0141798877 scopus 로고    scopus 로고
    • A friendship intervention for children with attention deficit/hyperactivity disorder: Preliminary findings
    • Hoza, B., Mrug, S., Pelham, W. E., Jr., Greiner, A. R., and Gnagy, E. M. (2003). A friendship intervention for children with attention deficit/hyperactivity disorder: Preliminary findings. Journal of Attention Disorders, 6, 87-98.
    • (2003) Journal of Attention Disorders , vol.6 , pp. 87-98
    • Hoza, B.1    Mrug, S.2    Pelham, W.E.3    Greiner, A.R.4    Gnagy, E.M.5
  • 56
    • 0030534469 scopus 로고    scopus 로고
    • Demonstrating the experimenting society model with classwide behavior management interventions
    • Johnson, T. C., Stoner, G., and Green, S. K. (1996). Demonstrating the experimenting society model with classwide behavior management interventions. School Psychology Review, 25, 198-213.
    • (1996) School Psychology Review , vol.25 , pp. 198-213
    • Johnson, T.C.1    Stoner, G.2    Green, S.K.3
  • 57
    • 0034257272 scopus 로고    scopus 로고
    • A multicomponent intervention designed to reduce disruptive classroom behavior
    • Kehle, T. J., Bray, M. A., Theodore, L. A., Jenson, W. R., and Clark, E. (2000). A multicomponent intervention designed to reduce disruptive classroom behavior. Psychology in the Schools, 37, 475-481.
    • (2000) Psychology in the Schools , vol.37 , pp. 475-481
    • Kehle, T.J.1    Bray, M.A.2    Theodore, L.A.3    Jenson, W.R.4    Clark, E.5
  • 59
    • 2942591166 scopus 로고    scopus 로고
    • Assessment-based antecedent interventions used in natural settings to reduce challenging behavior: An analysis of the literature
    • Kern, L., Choutka, C. M., and Sokol, N. G. (2002). Assessment-based antecedent interventions used in natural settings to reduce challenging behavior: An analysis of the literature. Education and Treatment of Children, 25, 113-130.
    • (2002) Education and Treatment of Children , vol.25 , pp. 113-130
    • Kern, L.1    Choutka, C.M.2    Sokol, N.G.3
  • 62
    • 21344476112 scopus 로고
    • Relative effects of self-monitoring ontask behavior, academic accuracy, and disruptive behavior in students with behavior disorders
    • Lam, A. L., Cole, C. L, Shapiro, E. S., and Bambara, L. M. (1994). Relative effects of self-monitoring ontask behavior, academic accuracy, and disruptive behavior in students with behavior disorders. School Psychology Review, 23, 44-58.
    • (1994) School Psychology Review , vol.23 , pp. 44-58
    • Lam, A.L.1    Cole, C.L.2    Shapiro, E.S.3    Bambara, L.M.4
  • 65
    • 0027272196 scopus 로고
    • Adult outcome of hyperactive boys: Educational achievement, occupational rank, and psychiatric status
    • Mannuzza, S., Gittelman-Klein, R., Bessler, A., Malloy, P., and LaPadula, M. (1993). Adult outcome of hyperactive boys: Educational achievement, occupational rank, and psychiatric status. Archives of General Psychiatry, 50, 565-576.
    • (1993) Archives of General Psychiatry , vol.50 , pp. 565-576
    • Mannuzza, S.1    Gittelman-Klein, R.2    Bessler, A.3    Malloy, P.4    LaPadula, M.5
  • 66
    • 27644535279 scopus 로고    scopus 로고
    • The effects of computer-assisted instruction on the mathematics performance and classroom behavior of children with ADHD
    • Mautone, J. A., DuPaul, G. J., and Jitendra, A. K. (2005). The effects of computer-assisted instruction on the mathematics performance and classroom behavior of children with ADHD. Journal of Attention Disorders, 9, 301-312.
    • (2005) Journal of Attention Disorders , vol.9 , pp. 301-312
    • Mautone, J.A.1    DuPaul, G.J.2    Jitendra, A.K.3
  • 67
    • 33749152591 scopus 로고    scopus 로고
    • Integrating choice-making opportunities within teacher-assigned academic tasks to facilitate the performance of children with autism
    • Moes, D. R. (1998). Integrating choice-making opportunities within teacher-assigned academic tasks to facilitate the performance of children with autism. Journal of the Association for Persons with Severe Handicaps, 23, 319-328.
    • (1998) Journal of the Association for Persons with Severe Handicaps , vol.23 , pp. 319-328
    • Moes, D.R.1
  • 68
    • 84977118400 scopus 로고    scopus 로고
    • Self recording with goal setting: A self-management programme for the classroom
    • Moore, D. W., Prebble, S., Alexson, J., Waetford, R., and Anderson, A. (2001). Self recording with goal setting: A self-management programme for the classroom. Educational Psychology, 21, 255-265.
    • (2001) Educational Psychology , vol.21 , pp. 255-265
    • Moore, D.W.1    Prebble, S.2    Alexson, J.3    Waetford, R.4    Anderson, A.5
  • 69
    • 0032753828 scopus 로고    scopus 로고
    • A 14-month randomized clinical trial of treatment strategies for attentiondeficit/hyperactivity disorder
    • MTA Cooperative Group. (1999). A 14-month randomized clinical trial of treatment strategies for attentiondeficit/hyperactivity disorder. Archives of General Psychiatry, 56, 1073-1086.
    • (1999) Archives of General Psychiatry , vol.56 , pp. 1073-1086
  • 70
    • 1842533979 scopus 로고    scopus 로고
    • National Institute of Mental Health multimodal treatment study of ADHD Follow-up: 24-month outcomes of treatment strategies for attention-deficit/hyperactivity disorder
    • MTA Cooperative Group (2004). National Institute of Mental Health multimodal treatment study of ADHD Follow-up: 24-month outcomes of treatment strategies for attention-deficit/hyperactivity disorder. Pediatrics, 113, 754-761.
    • (2004) Pediatrics , vol.113 , pp. 754-761
  • 71
    • 0035612833 scopus 로고    scopus 로고
    • Some contributions of functional analysis to the assessment of behaviors associated with attention deficit hyperactivity disorder and the effects of stimulant medication
    • Northup, J., and Gulley, V. (2001). Some contributions of functional analysis to the assessment of behaviors associated with attention deficit hyperactivity disorder and the effects of stimulant medication. School Psychology Review, 30, 227-238.
    • (2001) School Psychology Review , vol.30 , pp. 227-238
    • Northup, J.1    Gulley, V.2
  • 73
    • 0036396785 scopus 로고    scopus 로고
    • Task engagement and mathematics performance in children with attention-deficit hyperactivity disorder: Effects of supplemental computer instruction
    • Ota, K. R., and DuPaul, G. J. (2002). Task engagement and mathematics performance in children with attention-deficit hyperactivity disorder: Effects of supplemental computer instruction. School Psychology Quarterly, 17, 242-257.
    • (2002) School Psychology Quarterly , vol.17 , pp. 242-257
    • Ota, K.R.1    DuPaul, G.J.2
  • 74
    • 85046521392 scopus 로고
    • Separate and combined effects of methylphenidate and behavior modification on boys with attention deficit-hyperactivity disorder in classroom
    • Pelham, W. E., Carlson, C., Sams, S. E., Vallano, G., Dixon, M. J., and Hoza, B. (1993). Separate and combined effects of methylphenidate and behavior modification on boys with attention deficit-hyperactivity disorder in classroom. Journal of Consulting and Clinical Psychology, 61, 506-515.
    • (1993) Journal of Consulting and Clinical Psychology , vol.61 , pp. 506-515
    • Pelham, W.E.1    Carlson, C.2    Sams, S.E.3    Vallano, G.4    Dixon, M.J.5    Hoza, B.6
  • 75
    • 0036217398 scopus 로고    scopus 로고
    • Effects of methyphenidate and expectancy on children with ADHD: Behavior, academic performance, and attributions in a summer treatment program and regular classroom settings
    • Pelham, W. E., Hoza, B., Pillow, D. R., Gnagy, E. M., Kipp, H. L., Greiner, A. R. et al. (2002). Effects of methyphenidate and expectancy on children with ADHD: Behavior, academic performance, and attributions in a summer treatment program and regular classroom settings. Journal of Consulting and Clinical Psychology, 70, 320-335.
    • (2002) Journal of Consulting and Clinical Psychology , vol.70 , pp. 320-335
    • Pelham, W.E.1    Hoza, B.2    Pillow, D.R.3    Gnagy, E.M.4    Kipp, H.L.5    Greiner, A.R.6
  • 76
    • 0032087719 scopus 로고    scopus 로고
    • Empirically supported psychosocial treatments for attention deficit hyperactivity disorder
    • Pelham, W. E., Wheeler, T., and Chronis, A. (1998). Empirically supported psychosocial treatments for attention deficit hyperactivity disorder. Journal of Clinical Child Psychology, 27, 190-205.
    • (1998) Journal of Clinical Child Psychology , vol.27 , pp. 190-205
    • Pelham, W.E.1    Wheeler, T.2    Chronis, A.3
  • 79
    • 0030803770 scopus 로고    scopus 로고
    • Social skills training with parent generalization: Treatment effects for children with attention deficit disorder
    • Pfiffner, L. J., and McBurnett, K. (1997). Social skills training with parent generalization: Treatment effects for children with attention deficit disorder. Journal of Consulting and Clinical Psychology, 65, 749-757.
    • (1997) Journal of Consulting and Clinical Psychology , vol.65 , pp. 749-757
    • Pfiffner, L.J.1    McBurnett, K.2
  • 80
    • 84991182219 scopus 로고
    • The efficacy of all-positive management as a function of the prior use of negative consequences
    • Pfiffner, L. J., and O’Leary, S. G. (1987). The efficacy of all-positive management as a function of the prior use of negative consequences. Journal of Applied Behavior Analysis, 20, 265-271.
    • (1987) Journal of Applied Behavior Analysis , vol.20 , pp. 265-271
    • Pfiffner, L.J.1    O’Leary, S.G.2
  • 81
    • 27644536150 scopus 로고    scopus 로고
    • The relative effects of classwide peer tutoring and peer coaching on the positive social behaviors of children with ADHD
    • Plumer, P. J., and Stoner, G. (2005). The relative effects of classwide peer tutoring and peer coaching on the positive social behaviors of children with ADHD. Journal of Attention Disorders, 9, 290-300.
    • (2005) Journal of Attention Disorders , vol.9 , pp. 290-300
    • Plumer, P.J.1    Stoner, G.2
  • 82
    • 0031088819 scopus 로고    scopus 로고
    • Effects of choosing academic assessments on a student with attention deficit hyperactivity disorder
    • Powell, S., and Nelson, B. (1997). Effects of choosing academic assessments on a student with attention deficit hyperactivity disorder. Journal of Applied Behavior Analysis, 30, 181-183.
    • (1997) Journal of Applied Behavior Analysis , vol.30 , pp. 181-183
    • Powell, S.1    Nelson, B.2
  • 84
    • 0036510790 scopus 로고    scopus 로고
    • A review of the research on interventions for attention deficit hyperactivity disorder: What works best?
    • Purdie, N., Hattie, J., and Carroll, A. (2002). A review of the research on interventions for attention deficit hyperactivity disorder: What works best? Review of Educational Research, 72, 61-99.
    • (2002) Review of Educational Research , vol.72 , pp. 61-99
    • Purdie, N.1    Hattie, J.2    Carroll, A.3
  • 85
    • 0020149198 scopus 로고
    • Ritalin vs. response cost in the control of hyperactive children: A within-subject comparison
    • Rapport, M. D., Murphy, H. A., and Bailey, J. S. (1982). Ritalin vs. response cost in the control of hyperactive children: A within-subject comparison. Journal of Applied Behavior Analysis, 15, 205-216.
    • (1982) Journal of Applied Behavior Analysis , vol.15 , pp. 205-216
    • Rapport, M.D.1    Murphy, H.A.2    Bailey, J.S.3
  • 86
    • 0030140790 scopus 로고    scopus 로고
    • Research in self-monitoring with students with learning disabilities: The present, the prospects, the pitfalls
    • Reid, R. (1996). Research in self-monitoring with students with learning disabilities: The present, the prospects, the pitfalls. Journal of Learning Disabilities, 29, 317-331.
    • (1996) Journal of Learning Disabilities , vol.29 , pp. 317-331
    • Reid, R.1
  • 87
    • 21244464318 scopus 로고    scopus 로고
    • Self-regulation interventions for children with attention-defi-cit/hyperactivity disorder
    • Reid, R., Trout, A. L., and Schartz, M. (2005). Self-regulation interventions for children with attention-defi-cit/hyperactivity disorder. Exceptional Children, 71, 361-377.
    • (2005) Exceptional Children , vol.71 , pp. 361-377
    • Reid, R.1    Trout, A.L.2    Schartz, M.3
  • 89
    • 0020776335 scopus 로고
    • Generalization and maintenance of treatment gains of behaviorally handicapped students from resource rooms to regular classrooms using self-evaluation procedures
    • Rhode, G., Morgan, D. P., and Young, K. R. (1983). Generalization and maintenance of treatment gains of behaviorally handicapped students from resource rooms to regular classrooms using self-evaluation procedures. Journal of Applied Behavior Analysis, 16, 171-188.
    • (1983) Journal of Applied Behavior Analysis , vol.16 , pp. 171-188
    • Rhode, G.1    Morgan, D.P.2    Young, K.R.3
  • 90
    • 33746414281 scopus 로고    scopus 로고
    • ADHD among students receiving special education services: A national survey
    • Schnoes, C., Reid, R., Wagner, M., and Marder, C. (2006). ADHD among students receiving special education services: A national survey. Exceptional Children, 72, 483-496.
    • (2006) Exceptional Children , vol.72 , pp. 483-496
    • Schnoes, C.1    Reid, R.2    Wagner, M.3    Marder, C.4
  • 92
    • 0032209835 scopus 로고    scopus 로고
    • Self-management as a strategy to improve the classroom behavior of adolescents with ADHD
    • Shapiro, E. S., DuPaul, G. J., Bradley-Klug, K. L. (1998). Self-management as a strategy to improve the classroom behavior of adolescents with ADHD. Journal of Learning Disabilities, 31, 545-555.
    • (1998) Journal of Learning Disabilities , vol.31 , pp. 545-555
    • Shapiro, E.S.1    DuPaul, G.J.2    Bradley-Klug, K.L.3
  • 93
    • 0030551723 scopus 로고    scopus 로고
    • A multimethod intervention for social skills deficits in children with ADHD and their parents
    • Sheridan, S. M., Dee, C. C., Morgan, J. C., McCormick, M. E., and Walker, D. (1996). A multimethod intervention for social skills deficits in children with ADHD and their parents. School Psychology Review, 25, 57-76.
    • (1996) School Psychology Review , vol.25 , pp. 57-76
    • Sheridan, S.M.1    Dee, C.C.2    Morgan, J.C.3    McCormick, M.E.4    Walker, D.5
  • 94
    • 0002002680 scopus 로고
    • The effect of a self-management procedure on the classroom and academic behavior of students with mild handicaps
    • Smith, D. J., Young, K. R., Nelson, J. R., and West, R. P. (1992). The effect of a self-management procedure on the classroom and academic behavior of students with mild handicaps. School Psychology Review, 21, 59-72.
    • (1992) School Psychology Review , vol.21 , pp. 59-72
    • Smith, D.J.1    Young, K.R.2    Nelson, J.R.3    West, R.P.4
  • 95
    • 84950252431 scopus 로고    scopus 로고
    • Prevention and management of behavioral problems in secondary schools
    • M. R. Shinn, H. M. Wallker, and G. Stoner (Eds.), Bethesda, MD: National Association of School Psychologists
    • Sprick, R. S., Borgmeier, C., and Nolet, V. (2002). Prevention and management of behavioral problems in secondary schools. In M. R. Shinn, H. M. Wallker, and G. Stoner (Eds.), Interventions for academic and behavior problems, II: Preventive and remedial approaches (pp. 373-401). Bethesda, MD: National Association of School Psychologists.
    • (2002) Interventions for academic and behavior problems, II: Preventive and remedial approaches , pp. 373-401
    • Sprick, R.S.1    Borgmeier, C.2    Nolet, V.3
  • 96
    • 0035498102 scopus 로고    scopus 로고
    • Social outcomes of children with AD/HD: Contributing factors and implications for practice
    • Stormont, M. (2001). Social outcomes of children with AD/HD: Contributing factors and implications for practice. Psychology in the Schools, 38, 521-531.
    • (2001) Psychology in the Schools , vol.38 , pp. 521-531
    • Stormont, M.1
  • 98
    • 0020744951 scopus 로고
    • Priorities for the use of microcomputers with learning disabled children
    • Torgesen, J. K., and Young, K. (1983). Priorities for the use of microcomputers with learning disabled children. Journal of Learning Disabilities, 16, 234-237.
    • (1983) Journal of Learning Disabilities , vol.16 , pp. 234-237
    • Torgesen, J.K.1    Young, K.2
  • 100
    • 33645843027 scopus 로고    scopus 로고
    • Classroom observations of students with and without ADHD: Differences across types of engagement
    • Vile Junod, R. E., DuPaul, G. J., Jitendra, A. K., Volpe, R. J., and Cleary, K. S. (2006). Classroom observations of students with and without ADHD: Differences across types of engagement. Journal of School Psychology, 44, 87-104.
    • (2006) Journal of School Psychology , vol.44 , pp. 87-104
    • Vile Junod, R.E.1    DuPaul, G.J.2    Jitendra, A.K.3    Volpe, R.J.4    Cleary, K.S.5
  • 102
    • 0036332324 scopus 로고    scopus 로고
    • The relationship between intelligence and performance on the Test of Variables of Attention (TOVA)
    • Weyandt, L. L., Mitzlaff, L., and Thomas, L. (2002). The relationship between intelligence and performance on the Test of Variables of Attention (TOVA). Journal of Learning Disabilities, 35, 114-120.
    • (2002) Journal of Learning Disabilities , vol.35 , pp. 114-120
    • Weyandt, L.L.1    Mitzlaff, L.2    Thomas, L.3
  • 103
    • 27644435862 scopus 로고    scopus 로고
    • Technology applications for children with ADHD: Assessing the empirical support
    • Xu, C., Reid, R., and Steckelberg, A. (2002). Technology applications for children with ADHD: Assessing the empirical support. Education and Treatment of Children, 25, 224-248.
    • (2002) Education and Treatment of Children , vol.25 , pp. 224-248
    • Xu, C.1    Reid, R.2    Steckelberg, A.3
  • 104
    • 84973834055 scopus 로고
    • Research on the educational implications of attention deficit hyperactivity disorder
    • Zentall, S. (1993). Research on the educational implications of attention deficit hyperactivity disorder. Exceptional Children, 60, 143-153.
    • (1993) Exceptional Children , vol.60 , pp. 143-153
    • Zentall, S.1
  • 105
    • 30544445123 scopus 로고    scopus 로고
    • Theory and evidence-based strategies for children with attentional problems
    • Zentall, S. (2005). Theory and evidence-based strategies for children with attentional problems. Psychology in the Schools, 42, 821-836.
    • (2005) Psychology in the Schools , vol.42 , pp. 821-836
    • Zentall, S.1


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.