How to increase academic performance in children with oppositional defiant disorder? An implicit theory effect

Journal of Behavior Therapy and Experimental Psychiatry

Volumn 41, Issue 3, 2010, Pages 234-237

  Da Fonseca, D ^a,b   Cury, F ^b   Santos, A ^b   Sarrazin, P ^c   Poinso, F ^a,b   Deruelle, C ^b  

^a HÔPITAL SAINTE MARGUERITE   (France)

^b CNRS   (France)

^c UNIV GRENOBLE ALPES   (France)

Author keywords

CBT; Children; Implicit theories of intelligence; IQ; Mental disorders; Oppositional defiant disorder

Indexed keywords

ACADEMIC ACHIEVEMENT; ARTICLE; CHILD; CLINICAL ARTICLE; COGNITION; COGNITIVE THERAPY; HUMAN; IMPLICIT MEMORY; INTELLIGENCE QUOTIENT; MALE; OPPOSITIONAL DEFIANT DISORDER; SCHOOL CHILD; SELF CONTROL; TASK PERFORMANCE;

ATTENTION DEFICIT AND DISRUPTIVE BEHAVIOR DISORDERS; CHILD; COGNITIVE THERAPY; EDUCATIONAL STATUS; HUMANS; INTELLIGENCE TESTS; MALE; PSYCHOLOGICAL THEORY; PSYCHOMOTOR PERFORMANCE;

EID: 77955270218     PISSN: 00057916     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.jbtep.2010.01.008     Document Type: Article

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